^ 


EDNA  M. SANHERGOM 


AN  APPRENTICE  COURSE 
FOR  SMALL  LIBRARIES 


Outlines  of  Lessons,  with  Suggestions 

for  Practice  Work,  Study, 

and  Required  Reading 


By 

The  Faculty 

of  the 

Library  School  of  the  University  of  Wisconsin 


SCHOOL  OF  LIBRARIANSUIP 

UNIVERSITY  OF  CALIFOKNIA 

BERKELEY.  CALIFORNIA 

Chicago 

American  Library  Association 

Publishing  Board 

1917 


Copyright,  1917 

BY 

American  Library  Association 
Publishing  Board 


CANTWELL   PRINTING   COMPANY, 
MADISON,    WISCONSN 


CONTENTS 

CHAPTER 

I  Selecting  an  Apprentice 

II  Explanation  of  Classification  and  Shelving,  by  Helen  Turv 

III  Library  Handwriting,    by  Mary  F.  Carpenter 

IV  Mechanical  Processes,  by  Helen  Turvill 
V  Care  of  Periodicals,  by  Helen  Turvill 

VI  Typewriting,  by  Mary  F.  Carpenter 

VII  Teaching  the  Use  of  the  Catalog,  by  Helen  Turvill 

VIII  Loan  Work — Part  I,  by  Marion  Humble 

IX  Library  Economy,  by  Helen  Turvill 

X  Care  of  Books,  by  Helen  Turvill       .... 

XI  Loan  Work — Part  II,  by  Marion  Humble 

XII  Cataloging  and  Classification,  by  Helen  Turvill     . 

XIII  Reference  Work,  by  Mary  Emogene  Hazeltine 

XIV  Suggestions  for  the  Apprentice's  Personal  Reading 


7 
ill  10 
12 
15 
19 
21 
23 
26 
30 
35 
38 
45 
50 
58 


2007975 


INTRODUCTION 

Apprentice  work  in  small  public  libraries  should  receive  greater  con- 
sideration. Apprentice  help  can  be  of  mutual  benefit  in  even  the  smallest 
library,  if  rightly  planned.  From  the  standpoint  of  the  librarian  such 
help  is  usually  necessary  and  solves  the  problem  of  inadequate  funds  for 
paid  assistants.  From  the  standpoint  of  the  apprentice,  it  is  an  oppor- 
tunity to  be  "tested  out"  in  her  adaptability  for  library  work,  and  for 
future  training  in  the  library  school.  In  every  community,  there  are 
high  school  graduates  who  seek  such  work. 

It  is  obvious  that  the  librarian  owes  some  return  for  this  gratuitous 
or  poorly  paid  service  by  planning  as  thorough  a  course  of  training  in 
library  routine  as  she  is  capable  of  giving.  This  is  her  duty  towards  her 
assistants  and  apprentices.  Too  few  librarians  appreciate  the  prestige- 
that  comes  to  a  library  from  the  careful  training  of  assistants  and  ap- 
prentices. Many  are  left  to  stumble  about  and  fmd  things  out  for  them- 
selves, thus  gaining  no  adequate  conception  of  the  work,  and  failing, 
therefore,  to  render  service  that  really  counts  for  the  library.  A  num- 
ber of  libraries  have  established  reputations  for  good  training,  and  assist- 
ants or  apprentices  coming  from  these  libraries  are  recognized  as  first- 
rate  candidates  for  library  schools  and  not  infrequently  are  offered  good 
positions  in  other  libraries. 

Believing  that  apprentice  work  merits  more  attention,  and  wishing 
to  give  assistance  to  those  libraries  that  are  trying  to  solve  the  problem, 
a  series  of  articles  on  the  subject  was  planned  by  the  faculty  of  the  Wis- 
consin Library  School  and  first  appeared  in  the  Wisconsin  Library 
Bulletin,  October  191 4-July  1915,  v.  10-11.  "Separates"  of  these  articles 
were  printed  in  a  limited  edition,  which  was  soon  exhausted  by  numerous 
requests  for  extra  copies.  The  matter  contained  in  the  original  series 
has  been  revised  and  is  offered  herewith  in  the  hope  that  it  may  continue 
to  prove  useful  in  this  more  convenient  form. 

The  subject  matter  is  presented  for  the  most  part  in  outline,  but  it 
has  seemed  desirable  to  vary  the  style  in  the  different  chapters  according 
to  the  nature  of  each  subject.  Methods  given  are  naturally  those  ad- 
vocated by  the  Wisconsin  Library  School,  and  references  to  the  Wis- 
consin Library  Bulletin  are  frequent.  Amendment  and  change  to  suit 
local  practice  will  be  needed.  In  this  revision  heed  has  been  taken  of 
the  helpful  criticisms  which  have  been  made  upon  the  series  by  librarians 
who  have  used  it. 

July  1917  Mary  Emogene  Hazeltine 

Helen  Turvill 
Mary  F.  Carpenter 
Marion  Humble 


CHAPTER  I 


SELECTING  AN  APPRENTICE 


Positions  on  the  library  staff  should  not 
be  given  to  untrained  persons.  Entrance 
should  be  yjossible  only  through  apprentice- 
ship or  library  school  training.  It  naturally 
follows  that  the  library  must  have  appren- 
tices in  training  to  fill  possible  vacancies. 
But  there  need  be  no  definite  promise  of 
employment  to  those  who  take  such  train- 
ing. The  obligation  of  giving  instruction 
in  library  methods  in  return  for  the  service 
rendered  by  the  apprentice  is  all  that  is 
binding  upon  the  librarian.  The  emphasis 
should  be  put  upon  the  privilege  conferred 
by  the  library  in  accepting  the  apprentice. 
At  the  outset  she  will  be  far  more  trouble 
than  help,  since  all  her  work  must  be  re- 
vised, and  in  addition  time  must  be  spent 
in  giving  her  instruction.  Make  the  ap- 
plicant for  a  position  understand  that  just 
as  apprentice  work  is  required  in  other  call- 
ings, it  is  essential  to  a  librarian's. 

*"The  apprentice  work  should  be  given 
at  the  busiest  time  of  the  year  for  mutual 
advantage;  work  is  seen  at  its  best  when 
at  its  busiest;  the  apprentice  feels  the 
pressure,  and  the  library,  the  relief  in  the 
assistance  given.  The  arrangement  with 
the  apprentices  should  be  on  a  purely  busi- 
ness basis  and  the  course  of  instruction 
should  be  so  thorough  and  systematic  as 
to  compensate  for  the  time  spent.  At  the 
outset  the  apprentice  will  be  more  trouble 
than  help,  since  the  librarian  must  revise 
all  the  work  done,  in  addition  to  keeping 
regular  appointments  for  instruction.  Ob- 
viously, only  a  well  trained  and  thor- 
oughly competent  librarian  is  fitted  for 
such  a  task. 

"The  entrance  requirements  should  be 
at  least  a  high  school  course  or  its  equiva- 
lent, good  health,  and  the  personality 
which   makes  possible  good  library  serv- 

*Quoled  paragraphs  are  taken  from  a  th 
Apprentice  System  in  Small  and  Medium  Sized 
consin  Library  School,  June,  1911. 


ice.  Promptness,  orderliness,  accuracy, 
amiabilily,  speed  and  the  ability  to  differ- 
enliale  between  essentials  and  non-essen- 
tials, must  be  united  with  scholarship  and 
good  literary  taste  and  sweetened  with 
brotherly  love  and  that  kindly  humor 
which  is  so  truly  the  saving  grace.  In 
other  words,  the  apprentice  should  be  of 
such  stuff  as  librarians  are  made  and 
happy  is  she  who  adds  to  these  things  the 
ancest.'-y  of  culture. 

"Whether  fitness  shall  be  determined  by 
examination  must  depend  upon  local  con- 
ditions. The  ideal  method  of  selection  is 
through  personal  acquaintance.  In  a 
town  so  small  that  the  librarian  knows 
her  constituents  individually,  or  in  which 
she  has  implicit  faith  in  the  principal  of 
the  high  school,  this  should  be  compara- 
tively easy.  The  librarian's  visits  to  the 
school  should  be  no  rarity  and  should  ex- 
cite no  suspicion  of  ulterior  purpose  w-hen 
she  goes  to  listen  to  recitations  of  the 
students  chosen  by  the  school  authorities 
in  answer  to  her  request  for  a  list  of  pos- 
sible apprentices." 

Examination  for  Candidates 

"The  examination,  if  one  be  offered, 
should  cover  general  history,  English  and 
American  more  specifically,  general  infor- 
mation, literature— again  with  emphasis 
on  English  and  American — and  current 
events.  An  informal  oral  examination  to 
test  the  quickness  of  thought  is  often  il- 
luminating, and  an  excellent  test  of  an  ex- 
amination is  to  take  it  oneself. 

"The  important  thing  to  bear  in  mind 
in  selecting  apprentices  is  that  it  is  much 
easier  to  get  an  assistant  then  to  get  rid 
of  one.    Any  applicant  who  can  be  deter- 

esis    prepared    by    Sarah    Virginia    Lewis     on    The 
Libraries  as  a  graduating  requirement  for  the  Wis- 


8 


APPRENTICE  COURSE  FOR  SMALL  LIBRARIES 


red  by  a  recital  of  the  difficulties  with 
which  her  path  will  be  set  and  the  small 
compensation  that  will  be  hers,  even 
should  she  continue  to  walk  therein  till 
the  way  leads  through  the  portals  of  the 
library  school  and  into  librarianship  it- 
self, should  be  spared  no  detail." 

A  specimen  of  examination  questions  is 
given,  as  offered  candidates  by  the  Buffalo 
Public  Library.  Mr.  Brown,  the  librarian, 
writes  of  these  questions,  as  follows: 

"Of  course,  it  should  be  understood  that 
the  examinations  are  given  to  graduates 
of  high  schools  without  any  library  ex- 
perience whatever,  nor  any  library  train- 
ing. They  are  simply  papers  of  general 
information  to  weed  out  the  large  num- 
ber of  applicants  which  we  have  at  the 
times  when  the  examinations  are  given. 

"As  a  rule,  we  get  about  10%  of  the  class 
to  pass  the  examination.  After  this  we 
give  each  one  who  passes,  a  two  weeks' 
trial  in  the  library,  during  which  time  we 
can  judge  somewhat  of  their  adaptability 
and  they  can  find  out  whether  they  like 
the  work  or  not,  and  then  their  names  are 
placed  upon  the  eligible  list.  We  offer 
these  examinations  about  once  a  year." 

BUFFALO   PUBLIC  LIBRARY 

Examination  of  Candidates  for  Library 
Employment 

Saturday,  May  27,  1916 

Under  each  question,  answer  only  the 
number  of  items  specified. 

1.  (Counts  5).     What  form  of  municipal 

government  is  now  in  force  in  the 
City  of  Buffalo?  Who  are  the  men 
in  charge  of  it? 

2.  (Counts  5).      What  railroads  are  now 

building  stations  in  Buffalo?  Where 
are  these  stations  situated? 

3.  (Answer  5.      Counts  5).     What  is  an 

anthology,  a  gazetteer,  an  encyclo- 
pedia, a  concordance,  a  dictionary 
of  synonyms,  year  book,  an  alias? 
Name  a  notable  example  of  each. 

4.  (Answer  10.     Counts  10).     Locate  any 

10  of  the  following: 
Dover  Strait,  Caspian  Sea,  Guate- 
mala, Saloniki,  Culebra  Cut,  Kabul, 


Mt.  Rainier,  The  Carpathians,  Port 
Said,  Lake  of  Lucerne,  Vistula 
River,  Mt.  Hood,  Verdun,  Darda- 
nelles. 

5.  (Answer  10.   Counts  10).   \Miat  author's 

name    do    you    connect    with    the 
following  localities? 
Brook  Farm;  The  Lake   Country; 
The    Temple,     London;     Camden, 
N.  J.;  Casa  Guidi,  Florence;  Sunny- "^ 
side;  Me  of  Wight;  Abbotsford;  Con- 
cord, Mass.;  Cheyne  Row,  Chelsea,  ' 
London;    Salem, -'Mass.;    Coopers-; 
town,  N.  Y.;  VaiUrim;  Twickenham.   , 

6.  (Answer  10.     Counts  10).     Who  wrote 

the  following? 

i^amona,  Hiawatha,  The  Gold  Bug,  ' V^ 
Thanatopsis,  Ben  Hur,  The  Oregon 
trail,  Walden,  The  Scarlet  letter. 
The  Biglow  papers.  Snow  bound, 
Alhambra,  Leather-stocking  tales. 
Rise  of  the  Dutch  Republic,  Con- 
quest of  Mexico. 

7.  (Counts  5).     What  does  the  term  "the 

classics"  mean  to  you?  Mention 
the  titles  of  5  works  which  seem  to 
you  properly  so  called. 

8.  (Answer  10.     Counts  10).     What  is  the 

meaning  of  the  following  phrases? 
^^The  forty  immortals.  Poet  laureate, 
Rhodes  scholarship,  March  to  the- 
sea.  Retreat  of  the  ten  thousand, 

-  Divine  right  of  kings,  Mason  and 
Dixon's  line.  The  Renaissance,  The 
minute  men.  The  Puritan  revolution, 

-  Heir  apparent.  The  Triple  Entente. 

9.  (Answer  10.    Counts  10).    Identify,  in  a 

few  words,  10  of  the  following  per- 
sons: 

David  Chester  French,  Robert 
Bridges,  Arthur  Twining  Hadley, 
Elihu  Vcdder,  Owen  Wister,  Ed- 
ward II.  Sothern,  Augustus  Thomas,  — 
Frederick  MacMonnies,  John  S. 
■  Sargent,  Maxfield  Parrish,  Louis  C. 
Tiffany,  John  Masefield,  Jessie  Will- 
cox  Smith,  Cecilia  Beaux. 

10.  (Answer  10.    Counts  10).    What  is  the 

meaning  of  the  following  words? 
Amphibious,  archeology,  pseu- 
donym, alluvial,  iconoclast,  antip- 
odes, csoleric,  euphony,  inertia, 
exotic,  interpolate,  ethnology,  ethics, 
psychology.  /  ' 


APPRENTICE  COURSE  FOR  SMALL  LIBRARIES 


11.  (Counts   5).      What  book  would  you 

suii(t,'cst  if  you  were  asked  for  a 
good  love  story,  a  story  of  adventure, 
a  business  story,  a  southern  story, 
an  historical  novel? 

12.  (Counts  5).    Name  a  standard  general 

history  of  the  United  States,  the 
world,  Greece,  Rome,  England. 
Do  not  name  school  text  books. 

13.  (Counts  10).    Write  a  brief  letter  to  a 

friend  describing  quite  specifically 
some  book  which  you  have  read 
within  the  year  and  enjoyed.  Say 
exactly  what  you  liked  in  the  book. 

Length  of  Course 

The  amount  of  time,  which  the  appren- 
tice should  give  to  practice  work  in  a 
small  library,  should  be  at  least  four  hours 
a  day  for  six  months,  if  the  library  is  open 
daily;  five  or  six  hours  on  each  day,  if 
the  library  is  not  open  daily.  Some 
librarians  require  36  to  42  hours  per 
week  for  a  period  of  six  months.  Schedule 
the  hours  as  for  a  regular  assistant  and 
hold  the  apprentice  strictly  to  her  time. 
Instruction  time  should  be  extra.  If  the 
apprentice  desires  to  complete  the  course 
in  a  shorter  period,  she  must  be  required 
to  give  full  time  for  three  months.  If  it  is 
necessary  to  train  an  assistant  for  a  va- 


Uk^o 


cancy,  insist  that  the  candidate  be  tried 
out  as  an  apprentice,  and  that  she  serve 
without  compensation  the  equivalent  in 
time  rccpiired  of  a|)prentices.  Trades  and 
professions  demand  an  apprenticeship  or 
previous  training  and  the  library  board 
should  have  a  similar  requirement  in  em- 
ploying untrained  and  inexperienced  as- 
sistants. 

The  amount  of  instruction  to  be  given 
by  the  librarian  should  include  at  least 
one  lesson  per  week  and  informal  instruc- 
tion and  supervision  each  day.  "The  wise 
librarian  who  encourages  her  staff  to 
'help  by  thinking  as  well  as  by  doing'  will 
certainly  enjoy  a  reflex  benefit,  and  after 
a  few  weeks  will  find  that  in  spite  of  the 
time  she  must  spend  in  revision,  she  can 
do  many  of  the  things  she  has  long  been 
wanting  to  do,  and  now  finds  time  for,  be- 
cause of  the  relief  from  routine  work  that 
many  hands  afford." 

In  addition  to  daily  work  in  the  library 
the  apprentice  should  be  assigned  required 
reading  on  technical  subjects  to  be  done 
in  her  own  time.  Suggestions  as  to  general 
reading  should  also  be  made,  with  a  view 
to  develojMng  her  literary  taste  and  in- 
creasing her  knowledge  of  books.  Lists 
which  may  prove  helpful  in  making  reading 
assignments  during  the  course  are  printed 
in  the  last  chapter.  -- 


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CHAPTER  II 


EXPLANATION   OF    CLASSIFICATION  AND  SHELVING 


The  aim  in  beginning  instruction  with 
the  apprentice  should  be  to  familiarize  her 
with  the  arrangement  of  the  books  in  the 
library,  that  she  may  know  how  to  find 
books  on  the  shelves,  and  thus  learn  the 
classification  through  use.  This  knowledge 
is  best  taught  through  practice  in  shelv- 
ing, work  which  will  be  of  assistance  at  the 
same  time  to  the  librarian.  Do  not  attempt 
to  teach  how  to  classify  at  first. 


Explanation  of  Classification 

1.  Give  purpose  of  classification — group- 
ing books  by  subject.    Define: 

Classification — a  scheme  for  arranging 
books  in  a  library  so  that  similar  works 
or  works  on  similar  subjects  shall  stand 
together  on  the  shelves. 

Call  number — a  symbol  used  to  desig- 
nate each  book,  consisting  of  two 
parts:  1st,  class  number,  a  combina- 
tion of  figures  indicating  the  subject 
of  the  book;  2d,  book  number,  a  com- 
bination of  letters  and  figures  used  to 
distinguish  an  individual  book  from 
all  other  books  in  the  same  class. 
Class  numbers  keep  all  books  on  a 
subject  together  and  book  numbers 
keep  books  of  a  class  in  order. 

Decimal  system — a  scheme  for  arrang- 
ing all  books  in  10  classes,  each  class 
being  divided  into  10  divisions  and 
each  division  into  10  sections.  By 
using  a  decimal  point,  this  division 
may  be  carried  out  until  the  classifi- 
cation is  as  minute  as  desired.  Arabic 
figures  are  used,  the  numbers  assigned 
to  the  books  and  the  books  arranged 
in  simple  numerical  order.  Thus  512 
(^algcbra)  precedes  513  (geometry)  and 
follows  511  (arithmetic).    Book  num- 


bers insure  that  books  with  the  same 
class  numbers  fall  into  alphabetical 
sequence. 

Figures  1  and  2  show  two  groups  of 
books,  one  not  classified  and  one  classified 
according  to  the  Decimal  system.  Note 
how  much  more  readily  the  books  upon 
music  can  be  found  in  Figure  2,  showing 
the  result  secured  by  classification, — 
namely  that  books  on  the  same  subject 
stand  together. 

2.  Require  apprentice  to  learn  the  10 
main  classes  of  the  Decimal  system  and 
study  the  divisions,  using  either  the  sum- 
mary in  the  A.  L.  A.  Catalog,  1901,  page 
36,  or  the  second  summary  in  the  Decimal 
Classification.  Give  her  the  bookmark 
"How  to  use  the  library,"  (Democrat  Print- 
ing Co.)  showing  the  more  important  di- 
visions of  the  classification. 

3.  Explain  the  arrangement  of  classes 
on  the  library  shelves.  Call  attention  to 
the  case  labels  as  a  guide  in  locating  a  spe- 
cific class.  Take  the  apprentice  through 
the  book  room,  showing  book  cases,  shelf 
labels,  and  other  details  of  arrangement. 

4.  Drill  by  questions  of  the  following 
type: 

Find  a  book  on  United  States 
history. 

A  novel  by  Booth  Tarkington. 

The  book  marked  611-L63;  921- 
W27L  (to  show  method  of  shelv- 
ing biography  by  name  of  biogra- 
phee,  instead  of  author);  331.8- 
Rl  t  (to  show  use  of  decimal  point). 

Ask  some  of  these  orally,  requiring  that 
the  apprentice  seek  out  the  book  and  bring 
it  to  you  in  every  case.  Assign  a  few  ques- 
tions of  this  type  to  be  looked  up  before  the 
next  lesson,  and  the  books  involved  brought 
to  class. 


FIG.    1. — GROUP   OF   ART   BOOKS,    UNCLASSIFIED 


FIG.  J.      GROUP  OF  ART  BOOKS.  SHOWING  HOW  CLASSIFICATION  BRI.NGS  SUBJFC'l  S 

TOGETHER 


FIG.   3— SHELF   IX    DISORDER 


FIG.   4— SHELF   PROPERLY   ARRANGED 


FIG.   5— EXAMPLE   Ol'  SHELVING    FOR    Hi;VLSI()N 


APPRENTICE  COURSE  FOR  SMALL  LIBRARIES 


11 


Directions  for  Ueadiiig  Shelves 

1.  Review  work  given  in  first  lesson. 

2.  Explain  the  arrangement  of  books  on 
a  shelf. 

Numerically  by  class. 

Alphabetically  within  class  by  au- 
thor's name. 

Alphabetically  under  author  by  title 
of  book,  except  in  biography. 

Space  allowed  at  end  of  each  shelf 
for  growth  of  library. 

3.  Emphasize  necessity  of  reading 
shelves  daily  to  see  that  books  are  in  order. 

4.  Assign  reading  of  shelves  and  cor- 
recting mistakes  found,  this  work  to  be 
done  very  morning  during  the  course.  If 
several  apprentices,  make  each  responsible 
in  turn  for  books  in  specific  sections,  for 
instance,  one  can  be  assigned  history, 
travel,  biography,  and  fiction,  A-H;  an- 
other, literature,  fine  arts,  and  fiction,  L-0; 
etc.  Supervise  this  work  until  the  appren- 
tice has  learned  to  do  it  accurately. 

How  to  Shelve  Books 

1.  General  hints  on  order  of  shelves. 
Even    rows,    upright    position    of 

books. 
Books  well  forward  on  the  shelves, 

even  with  front  edge  of  shelf. 
Not     crowded  —  books    must    be 

shifted  as  shelf  becomes  crowded. 
Book  supports  in  place. 
Shelf  labels  in  position. 
Book  labels — clean,  distinct;  remove 

any  book  needing  relabeling. 

Figure  3  shows  a  shelf  of  books  in  dis- 
order, row  uneven,  books  out  of  place,  and 


book  support  failing  to  hold  them  up- 
right. Note  also  poor  labeling,  uneven  dis- 
tance from  bottom  of  book,  some  torn,  and 
some  missing;  poor  shelf  label,  one  missing 
entirely. 

Figure  4  shows  a  well  arranged  shelf, 
with  space  allowed  for  growth  of  the  li- 
brary. Books  are  in  proper  position,  just 
as  the  apprentice  is  expected  to  arrange 
them  each  morning.  Note  book  supports 
in  position,  good  labeling  on  books  and 
shelf  lal)els. 

2.  Required  work  in  shelving.  Have 
apprentice  shelve  every  morning  the  books 
that  have  been  discharged  and  slipped  dur- 
ing the  preceding  day.  Schedule  this  work 
as  a  part  of  her  daily  duties.  Revise  work 
as  soon  as  completed,  explaining  mistakes 
made. 

3.  Directions  for  practice  work  in 
shelving. 

Arrange  books  to  be  shelved  in 
class  order  on  book  truck  or  vacant 
shelf. 

Find  location  for  each  book  and 
place  it  in  position,  but  turned 
down,  so  that  the  work  may  be 
revised  quickly.  See  Figure  5  for 
illustration  of  this  method. 

Note:  If  preferred,  a  colored  slip  may  be 
placed  in  each  book,  allowing  it  to  project,  and 
the  book  be  shelved  upright. 

Required  Reading 

Fay,  L.  E.  &  Eaton,  A.  T.    Instruction  in 
the  use  of  books  and  libraries.    Boston 
Book  Co.    S2.25 
Chapter  8.     Arrangement    of    books    on    the 

shelves. 

"Ward,  G.  O.     Practical  use  of  books  and 
libraries.     Boston  Book  Co.     $1 
Chapter  4.     Numbering  and  arranging  books. 


CHAPTER  III 


LIBRARY  HANDWRITING 


One  of  the  places  where  the  appren- 
tice can  be  of  great  help  to  the  librar- 
ian, and  can  also  obtain  a  valuable  as- 
set for  herself,  is  in  helping  to  keep  the 
library  records.  In  order  to  do  this,  she 
must  know  how  to  write  a  legible,  well- 
formed  hand.  If  an  apprentice  does  not 
write  naturally  a  perfectly  clear  hand  and 
one  easily  read,  she  must  acquire  the 
"library  hand."  It  is  true  that  the  type- 
■vsTiter  is  taking  the  place  of  handwriting 
in  many  of  the  library  records,  but  there 
are  still  places  where  the  work  can  be  done 
more  quickly  and  clearly  in  handwrit- 
ing than  on  the  typewriter.  As  most 
records  are  for  public  use  it  is  essen- 
tial that  they  should  be  plainly  and  neatly 
■WTitten. 

Places  where   Library   Handwriting  is 
Used 

1.  Library  records — accession  book,  reg- 
istration records,  book  pockets  and 
cards,  readers'  cards,  reserve,  gift,  and 
overdue  postals,  circulation  statistics, 
etc.  See  Figures  13,  14,  18  and  25  for 
examples. 

2.  Labeling — book  labels,  shelf  labels,  ex- 

hibition labels.    Sec  Figure  9. 

Hardly  a  library  exists  to-day  which 
is  not  making  more  and  more  of  a  i)oint 
of  laljcling  "its  goods."  No  exhibits, 
special  collections  of  books,  or  even 
the  general  collection  mean  much  to 
the  public,  unless  they  are  sufTiciently 
labeled  to  call  attention  to  them.  It 
hardly  need  be  emphasized  that  shelf 
labels  and  those  on  tiie  backs  of  books 
must  be  clear  and  easy  to  read. 

3.  Business  correspondence 

If  this  is  not  done  on  the  type- 
writer, it  must  be  in  legiijlc  hand- 
writing. 


4.  Catalog  cards 

As  the  catalog  is  primarily  for 
public  use,  the  cards  should  be  type- 
written, or  if  that  is  impossible,  written 
in  a  good  library  hand. 

Library  HandMriting  Practice 

The  apprentice  cannot  work  on  regular 
records  of  the  library  until  she  has  mastered 
the  proper  handwriting.  This  practice 
should  begin  early  in  apprentice  work, 
the  discussion  of  principles  being  taken 
up  in  one  of  the  early  lessons  outhned 
above,  and  practice  continued  until  pro- 
ficiency is  attained. 

The  acquiring  of  a  library  hand  is 
only  a  matter  of  practice.  During  the 
first  month  or  two  as  much  time  as  possible 
should  be  devoted  to  actual  practice. 
At  least  fifteen  minutes  a  day  could  be 
given  to  this  during  regular  hours.  An 
apprentice  should  willingly  devote  some 
outside  time  to  copying  in  her  best  library 
hand  material  which  she  wishes  to  keep. 
As  soon  as  a  sufTiciently  good  hand  is 
acquired,  certain  regular  assignments  in 
the  actual  record  work  of  the  library 
can  be  given  to  the  apprentice. 

Instruction  to  Apprentice 

1.  Give    principles    of    library    handwrit- 

ing, as  found  in  the  New  York  State 
Library  School  pamphlet  on  library 
handwriting.     (Price  5  cents.) 

2.  Provide    apprentice    with    samples    of 

joined  and  disjoined  hand,  such  as 
those  shown  in  Figures  6  and  7,  which 
are  taken  from  the  New  York  pam- 
phlet. 

3.  Require    practice    on    the    making    of 

capitals,  lower  case  letters,  figures 
and  sentences,  observing  the  following 
rules: 


APPRENTICE  COURSE  FOR  SMALL  LIBRARIES  13 

SPECIMEN  ALPHABETS  AND  FIGURES 

Coined  hand 

1234567890  &: 

ZJoJko.  Qpjuxt  pbouLnrub    to    ?^jOJ\>^  olM 
jLKu±jLyYL/a    LXjYxjJlo-'^/vrL    urx.    ^AJZiL,  hX/xrcLt^ 


Lsi86p.08-isoo  {7-W5) 

FIG.  6. — JOINED   HAND 


Disjoined  hand 

ABCDEF  GHIJKLMN 
OPQRSTUVWXYZ 

abcdefghijkl    m    nop 
orstuvvA/xyz 

1Z34567890        & 
Taike    great    pains   to    have    all 
writing    uniform    in    size,    slant, 
spacing    8c  forms    of   letters. 

FIG.  7.— DISJOINED   HAND 


FIG.  8— PENMANSHIP  PRACTICE  PAPER 


14 


APPRENTICE  COURSE  FOR  SMALL  LIBRARIES 


Sit  squarely  at  the  desk  and  as  nearly 
erect  as  possible. 

Be  accurate  in  making  a  copy  of  any- 
thing, and  take  great  pains  to  have 
work  neat. 

Take  care  that  letters  are  uniform  in 
size,  slant,  and  spacing. 

Constant  practice  will  result  in  speed 
which  is  an  important  requisite. 

Use  lined  practice  paper  (Figure  8). 

Note:     Much   difficulty  is  experienced  in 
practicing    the    library    hand    on    unruled 


Figures,  t,  &,  i,  are  1 J^  ems  or  1 J^ 
spaces  high. 

Avoid  all  flourishes  and  ornament  in 
letters. 

Make  figures  large  and  plain  for 
labels.  (See  explanation  on  lettering, 
p.  17). 

Practice  by  pasting  labels  on  a  card  or 
sheet  of  paper  and  fill  in.  See 
Figure  9.  This  should  be  done 
before  any  attempt  is  made  to 
write  the  label  on  the  back  of  a 
book. 


8^1 


FIG.  9— BOOK  LABELS 


or  on  the  ordinary  ruled  paper.  As  the 
uniform  size  of  the  letters  is  most  essential, 
paper  ruled  in  groups  of  four  lines,  with 
even  space  between  the  lines  is  the  best. 
The  space  between  lines  should  be  2  milli- 
meters on  a  centimeter  ruler,  equaling  1  cm 
in  printing  or  the  space  of  one  letter  on  the 
typewriter. 

Penmanship  practice  paper  can  be 
purchased  frr)m  the  Democrat  Printing  Co., 
for  1  rent  a  sheet. 


4.  Thv  following  rules  for  the  size  of  letters 
should  be  before  the  apprentice  when 
practicing: 
Lower  case  letters  are  1  cm  or  1  si)ace 

high. 
Ca[)itals  and  extended  letters,  as  j,  I, 
b,  g,  etc.,  are  2  ems  or  2  spaces  high. 


5.  Provide  apprentice  with  a  good,  tested 
ink,  which  when  written  should  be 
allowec  to  dry  without  blotting;  a 
stub  steel  pen;  a  cork  penholder;  an 
inkstand  with  a  reservoir  of  ink  shut 
away  from  the  dust,  light,  and  air,  or 
one  with  a  close  glass  stopper;  a  good 
steel  eraser  and  a  large  blotter  for  a 
pad  underneath  the  pai)er  upon  which 
the  writing  is  done. 

Materials   Recoinnioiuled 

Ink — Carter's  Koal  black. 

Pens — Library     bureau,     no.     5;     King's 

non-pareil,  no.  .'>  or  9;     Esterbrook  & 

Co.,  .Jurlgcs  fjuill.  no.  ?>\2. 
Penholders — I""ull  cork. 


CD  00 


OC.  J. 

Si 


i    I 


O 

o 


CHAPTER  IV 


MECHANICAL  PROCESSES 


The  mechanical  processes  of  prepar- 
ing books  and  magazines  for  circulation 
should  be  taught  the  apprentice  after 
the  classification  has  been  explained  and 
practice  in  shelving  has  commenced. 
Practice  in  this  work  should  be  added  to 
her  schedule  and  occupy  most  of  her  time 
during  the  first  weeks  of  her  course. 
The  apprentice  is  not  as  yet  well  enough 
acquainted  with  the  library's  resources 
to  be  able  to  do  efficient  loan  or  reference 
work. 

Make  arrangements  for  an  order  of 
new  books  to  be  received  about  the  time 
the  appientice  begins  her  period  of  service, 
so  that  the  books  may  be  used  for  demon- 
stration. The  processes  involved  in 
mechanical  preparation  will  be  understood 
best  when  the  books  are  actually  carried 
through  from  start  to  finish  in  proper 
sequence.  The  apprentice  will  be  in- 
terested in  learning  the  steps  involved, 
will  enjoy  handling  new  books,  and  will 
soon  be  of  material  assistance  to  the 
librarian. 

How  to  Give  the  Instruction 

Teach  by  demonstration  rather  than 
by  lecture,  showing  the  proper  way  to  do 
each  part  of  the  work.  Then  require  the 
apprentice  to  perform  the  same  proc- 
esses. This  work  should  be  carried  on 
with  the  shelving  practice,  several  hours 
of  her  time  each  day  being  allotted  to  it  for 
the  first  weeks.  When  subsequent  or- 
ders are  received,  schedule  the  appren- 
tice to  assist  again  that  she  may  be 
thoroughly  trained  in  the  routine  of  the 
work.  Do  not  put  the  apprentice  at 
writing  labels,  pockets,  or  book  cards  the 
first  time  but  defer  requiring  such  work 
until  she  has  had  more  practice  in  writ- 
ing the  library  hand  and  using  the  type- 
writer. 


Systematize  the  work  thoroughly  and 
provide  the  apprentice  with  written  in- 
structions of  the  routine  to  be  followed. 
Have  shelves  in  work  room  or  office 
labeled  for  work  in  different  stages.  If 
several  apprentices,  each  might  be  re- 
quired to  mark  the  work  she  does  with 
her  initials  in  pencil.  Be  very  explicit  as 
to  directions.  Give  careful  oversight  to 
all  work.  Actual  division  into  lessons  is 
difficult  to  make,  since  size  of  order  and 
speed  of  workers  vary.  Allow  time  for  an 
unskilled  person  to  do  the  work  well. 
Two  weeks  will  not  be  too  much  time  to 
keep  the  apprentice  on  this  work  at  the 
outset,  with  additional  practice,  whenever 
new  books  are  received. 

Suggestions  for  a   Written   Outline    of 

Processes  to  be  Given  the 

Apprentice 

(The  practice  followed  in  the  Wisconsin  Li- 
brary School  is  given.  The  librarian  must  alter 
the  directions,  when  need  be,  to  make  them 
consistent  with  the  practice  already  adopted 
in  the  library.) 

Opening  Books 

Open  every  book  carefully  according  to 
the  following  directions: 
"Hold  the  book  with  its  back  on 
a  smooth  or  covered  table;  let  the 
front  board  down;  then  the  other, 
holding  the  leaves  in  one  hand  while 
you  open  a  few  leaves  at  the  back, 
then  a  few  at  the  front,  and  so  on, 
alternately  opening  back  and  front, 
gently  pressing  open  the  sections 
till  you  reach  the  center  of  the  volume. 
Do  this  two  or  three  times  and  you 
will  get  the  best  results.  Open  the 
volume  violently  or  carelessly  in 
any  one  place  and  you  will  likely 
break  the  back  and  cause  a  start  in 


16 


APPRENTICE  COURSE  FOR  SMALL  LIBRARIES 


the  leaves.  Never  force  the  back; 
if  it  does  not  yield  to  gentle  opening 
rely  upon  it  that  the  back  is  too 
tightly  or  strongly  lined." — Modern 
Bookbinding  Practically  Considered, 
by  William  Alathews. 

Note:  Apprentice  should  be  told  that  books 
will  last  much  longer  if  properly  opened  be- 
fore they  are  put  into  circulation.  The 
reasons  for  each  process  should  be  made 
plain,  when  the  directions  for  doing  them 
are  taught. 

Cutting  Leaves 

Use  flat  ivor\-  or  bone  paper  knife. 
Cut  well  into  the  joint,  but  do  not  cut 
the  back  of  the  section. 


Collating 

Check  the  make-up  of  each  book,  to  see 
if  complete. 

Examine  for  imperfections  while  cutting 
and  opening. 

Collate  books  carefully,  leaf  by  leaf, 
when  directed.  Glance  quickly  at 
the  last  figures  of  the  page  numbers 
for  each  leaf,  thus:  1,  3,  5,  7,  9,  to 
catch  any  mistakes,  such  as  mis- 
placed or  omitted  sections,  blurred 
pages,  etc.  Examine  for  contents  as 
regards  illustrations  and  other  extras. 

Note:  The  librarian  must  decide  what  books 
will  need  careful  collation.  Require  that 
expensive  books,  bound  periodicals,  books 
bought  at  second-hand  and  books  with  many 
plates  be  collated.  Since  publishers  will 
always  replace  imperfect  books  free  of 
cost  even  if  they  have  been  in  circulation, 
fiction  need  not  be  collated,  although  such 
a  ruling  may  give  annoyance  to  the  reader 
who  discovers  the  imperfection.  Require 
the  apprentice  to  collate  designated  books. 

Mark  of  Ownership 

Stamp  title  page  and  page  25  (or  any 
arbitrary  page  selected  for  the  pur- 
pose). 

Stamp  parallel  with  printed  lines  at  least 
one  inch  from  top  and  from  right 
hand  edge  of  page  but  vary  distance 
in  such  manner  as  to  strike  some  of 
the  printing. 

Stamp  important  plates  and  unpaged 
illustrations,  when  directed. 


Book  Plates 

Cover  back  of  plate  (if  used)  with  paste. 
Place  inside  front  cover  in  center. 
Use  photo  roller  for  pressing  down. 

Pocketing 

Fold  pocket  over  book  card,  creasing  down 

with  bone  folder.  See  Figure  10. 
Put  paste  on  flaps  and  back  of  pocket. 
Place  inside  back  cover  of  book,  a  little 

below  the  center,  so  book  card,  when 

in  place,  will  not  project  beyond  the 

book.    See  Figure  11. 
Cover    pocket    with    oiled    paper    before 

closing  book. 
Press   until    dry;    if   pocket    sticks   when 

book   card   is   inserted   open   with   a 

dull  knife. 
Paste  "Seven  day"  and  "rent  collection" 

labels  below  pocket  in  books  requiring 

these  labels. 

Note:     Librarian  must  of  course  decide  which 
books  are  to  be  so  marked. 

Dating  Slip 

Tip  in  opposite  pocket.     See  Figure  11. 

Methods  of  Labeling 

Paper  labels 

Place  labels  on  back  of  book  1  J^  inches 
from  the  bottom. 

Note  in  Figures  3  and  4,  the  influence 
that  labeling  has  upon  the  appearance  of 
the  shelves.  Insistence  must  be  placed 
upon  necessity  of  observing  a  uniform 
height  for  labels  on  every  book.  A  few 
books  with  labels  out  of  position  will 
quickly  spoil  the  appearance  of  a  collec- 
tion. 

Best  grade  of  labels  is  made  from  Denni- 
son's  No.  22  white  coated  paper,  and  can 
be  bought  from  the  Democrat  Printing 
Co.  See  Wisconsin  Library  Bulletin, 
6:77-78  (May-June  1910) 

Locate  exact  place  to  put  label  by 

always  using  a  marker. 
Make    marker     from     a     square     of 

celluloid,  spoiled  kodak  film  or  card 

board;  cut  a  hole  size  of  label,  1  V2 

inches  from  the  edges. 
Place     marker     in     position;     apply 

ammonia  with  camel's  hair  brush 

to  remove  sizing  from   surface  of 

tlic  binding  ex|)Osed. 


APPRENTICE  COUnSE  FOR  SMALL  LIBRARIES 


17 


Moisten  label  with  warm  water  or 
paste  and  press  (irmly  against  bind- 
ing on  exact  spot  made  by  the  am- 
monia; use  clean  cloth  to  jjrevcnt 
soiling  the  label. 

Mark  call  number  on  label,  when 
thoroughly  dry. 

Hold  book  against  desk  or  table. 
See  Figure  12. 

Use  disjoined  library  hand,  make 
characters  as  large  and  distinct  as 


monia  diluted  with  water.  Allow 
binding  to  dry  thoroughly. 

Using  marker  (stiff  card  cut  at 
proper  distances)  indicate  with  pen- 
cil position  on  back  of  book,  where 
lettering  should  be  placed,  about  an 
inch  and  a  half  from  bottom  is  a 
good  distance,  unless  it  conflicts 
with  printing  worth  preserving. 

Make  lettering  clear,  distinct,  even 
and  14  inch  in  height  (see  sizes  on 


Book  Pock ft 


Same  Folosd.  Saub  Rsvcrcs. 

FIG.   10— HOW  TO  FOLD  BOOK  POCKETS 


possible.      Center  marking  on  the 

label.     See  Figure  9. 
Use   Higgins'   black   American    India 

ink. 
Place    -t-  for  children's  books,    *  for 

reference  books,  above  call  number. 
Apply   thin  coat  of  Pyrox  or  white 

shellac    with    brush,    when    ink    is 

thoroughly  dry,  covering  a  circle  at 

least  a   quarter  of  an  inch  larger 

than  the  label. 
Shellac  covers  of  books  in  light  colored 

bindings. 

Lettering  with  black  or  white  inks 

Remove  glaze  from  binding  with 
cloth  dampened  with  water;  if  varn- 
ish is  difTicult  to  remove,  use  am- 


Figure  9).  Practice  forming  letters 
and  experiment  on  some  old  books 
at  first. 

Hold  book  against  table  as  in  writing 
label. 

Use  Bissell's  show  card  color  (white). 
To  avoid  evaporation,  pour  a  few 
drops  into  a  small  container,  in- 
stead of  using  directly  from  bottle. 
Add  water  to  get  desired  consist- 
ency. On  light  colored  binding  use 
black  India  ink. 

Apply  ink  with  broad  pointed  pen 
or  small  brush.  (Esterbrook's  Tele- 
graphic pen.  No.  1876.  Red  sable 
hair  brushes,  Nos.  1  and  2.  Sold  by 
Favor,  Ruhl  &  Co.,  Chicago  or 
Mautz  Bros.,  Madison,  Wis.) 


]8 


APPRENTICE  COURSE  FOR  SMALL  LIBRARIES 


Apply  thin  coating  of  Pyrox  or  shellac 
after  letters  are  thoroughly  dry. 
(Use  red  sable  hair  brush.  No.  9). 
See  Figure  2,  also  article  on  Book 
Labels  in  Wisconsin  Library  Bulletin, 
12:444-45  (Dec.  1916). 


Marking  Book  Cards  and  Pockets 

Write  call  number,  copy  number,  accession 
number,  surname  of  author,  and  title 
on  book  card.   See  Figure  11. 

Write  call  number,  copy  number,  and 
accession  number  on  pocket  for  class 
book.    See  Figure  11. 

Write  author,  title,  copy  number,  and 
accession  number  on  pocket  for 
fiction. 

Note:  Observe  uniformity  in  placing  in- 
formation on  cards  and  pockets.  Revise 
carefully  for  this. 


Revision  of  Apprentice's  Work 

Supers'ise  closely,  working  with  the 
apprentice  and  examining  her  work  as  it 
progresses.  Require  work  to  be  done 
over  when  necessary.  Expect  to  repeat 
directions,  when  mistakes  are  made,  and 
to  spend  time  in  correcting  work.  De- 
mand careful  hand  work  in  all  these 
processes. 

Required   Reading  on  ^Mechanical 
Processes 

Dana,  J.  C.  Library  primer.  5th  ed. 
Library  bureau.     $1 

Chapters  on  Preparing  books  for  the  shelves, 
Reading  room — Periodicals. 

Stearns,  L.  E.  Essentials  in  library  ad- 
ministration. 2d  ed.  A.  L.  A.  pub. 
board.    15c.    (Library  handbook,  no.  1) 

Section  on  Mechanical  preparation  of  books, 
p.  41-43. 


CHAPTER  V 


CARE  OF  PERIODICALS 


Each  morning,  as  a  part  of  her  du- 
ties, the  apprentice  should  assist  in  put- 
ting the  reading  tal)les  and  periodicals 
in  order.  Emphasize  the  need  of  hav- 
ing the  reading  room  present  an  orderly, 
well  cared  for  appearance  at  all  times. 
At  stated  intervals  during  the  day,  have 
the  apprentice  spend  a  few  minutes 
straightening  up  the  periodical  rack  and 
returning  all  magazines  and  papers  left 
on  tables  to  their  places.  Make  her  re- 
sponsible for  the  care  of  the  room  on 
certain  days  or  for  certain  weeks  to  test 
her  in  doing  this  work.  The  shelves  of 
bound  periodicals  and  reference  books 
must  be  read  daily  just  as  those  for 
circulating  books,  and  any  necessary 
corrections  made. 

Note:  A  satisfactory  method  of  arrangement 
for  current  periodicals  is  secured  by  using  a 
periodical  rack,  and  numbeiing  alike  the  maga- 
zine binder  and  its  position  in  the  rack.  See 
illustration  in  Wisconsin  Library  Bulletin,  4:14 
(Jan. -Feb.  1908).  But  even  with  this  scheme 
readers  will  not  always  return  the  periodicals 
to  the  proper  place.  The  tables  must  be  cleared 
and  the  rack  put  in  order  several  times  each 
day. 


Receiving  Process  for  Periodicals 

The  apprentice  should  be  taught  how 
to  check  and  care  for  the  second  class 
mail  each  day,  according  to  the  following 
directions: 


1.  Receiving 

Open,   cut,   collate,  stamp   cover  and 

title  page  of  magazine. 
Learn  to  scan  as  you  handle  them, 

but   do   not   spend   time   while   on 

duty  in  reading  magazines. 
Report  missing    or   imperfect    copies 

to  librarian. 

2.  Checking  receipt  on  serial  card 

Enter  year  in  first  column. 

Enter  volume  number  whenever  it 
changes. 

Check  in  column  for  date  of  maga- 
zine, not  for  date  of  receipt. 

Use  number  of  magazine  and  date  of 
receipt  for  a  monthly  or  quarterly  in 
the  squares.    See  Figure  13. 

Check  by  number  in  four  corners  of 
square  for  weeklies  and  in  center 
when  a  fifth  number.    See  Figure  14. 

Check  duplicate  copies  by  entering 
number  of  copies  in  red  above  the 
year  for  which  they  are  taken. 

3.  Shelving 

Place   periodical   in    binder,    remove 

previous  issue  to  pamphlet  box. 
Put  newspapers  into  holders. 

4.  Covering 

Reinforce  covers,  pocket,  and  write 
book  card  for  circulating  magazines. 

Note:  Methods  of  covering  periodicals  are 
described  in  an  article  in  the  Wisconsin 
Library  Bulletin,   13:151-52   (May   1917). 


20 


APPRENTICE  COURSE  FOR  SMALL  LIBRARIES 


\>iflhSl^ 

ViJ-a^SlR                            

.  fv 

*  a^,:^A:^^i\                                                                  FroniiPnrv  ^<V^erv3j< 

■3i/u 

7r     

Year        1   Jan. 

Feb. 

March 

April 

May 

June 

July 

August 

Sept. 

Oct. 

Nov. 

Dec. 

VOk.\'\ 

\ 

\0v  \Ar 

s 

1 

5 

\o^\^ 

a^y 

i*^ 

^  •»''"\ 

^ 

^ 

^ 



Check  by  volume  and  number.  Enter  in  columi              o.  of  magazine,  not  for  date  of  receipt.  Check 
weeklies  in  corners  and  center  of  square:  mont.           in  center  with  date  of  receipt  below.     Note  In- 
dex, supplements  and  extras  with  small  superior  letters.     Give  volume  no.  for  first  entry    and  for 
new  volume. 

FIG.    13.— SERIAL   CARD,   CHECKED   TO   SHOW   HOW  TO   RECORD   RECEIPT  OF 

MONTHLIES 


On^^^                                              

A   fV 

(Title  of  Periodical)                                                   Frequency->A*>^:~!?^ 

4_ 

Tv       — 

Year 

Jan. 

Feb. 

March 

April 

May 

June 

July 

August 

Sept. 

Oct. 

-^sn 

Nov. 

Dec. 

v^v-^ 

3         A 

5        6 

W<v 

"^          1 

<o         1 

VO 

Check  by  volume  and  number.  Enter  in  columi               o.  of  magazine,  not  for  date  of  receipt.  Check 
weeklies  in  corners  and  center  of  square;  monti         ,  in  center  with  date  of  receipt  below.     Note  In- 
dex, supplements  and  extras   with  small  superior  letters.     Give  volume  no.   for  first  entry    and  for 
new  volume. 

FIG.    11. — SERIAL   CAI'.D.    CIIECKICD   'I"0   SHOW    HOW    TO    lUICOHl)    Ri:(.i;i  1' T   Ol' 

WEEKLIES 


CHAPTER  VI 


TYPEWRITING 


As  the  ability  to  use  a  typewriter  is 
considered  a  part  of  a  practical  educa- 
tion in  these  days,  and  is  just  as  neces- 
sary in  the  library  as  in  the  business 
office,  it  is  essential  that  the  apprentice 
start  her  library  training  with  a  mastery 
of  it,  or  if  this  is  impossible,  that  she 
learn  how  to  use  it  during  the  first  month 
or  two  of  her  apprenticeship. 

Instruction  in   Typewriting 

The  best  way  to  acquire  its  use  is  to 
take  a  few  lessons  in  a  business  college 
or  under  an  expert  operator.  To  run 
any  machine  successfully  and  rapidly, 
the  user  should  understand  perfectly 
the  purposes  of  the  different  parts.  There- 
fore the  mechanism  and  construction  of 
the  machine  must  be  the  first  thing 
learned.  After  this  the  principles  of  the 
"touch  system,"  which  is  by  all  means 
the  best  method  to  acquire,  must  be  ex- 
plained and  practice  begun  at  once, 
continuing  until  the  apprentice  can  write 
accurately  and  with  speed.  Extra  time 
outside  library  hours  will  be  needed  for 
practice  work.  If  the  instruction  must  be 
given  by  the  librarian,  a  special  period 
can  be  assigned  for  this  purpose  and  prac- 
tice work  continued  as  long  as  is  necessary. 

Choice  of  a  Machine 

Any  standard  typewriter  can  be  used, 
but  insist  on  a  late  model  if  possible. 
Besides  being  easy  to  run,  light,  quiet 
and  capable  of  speed,  a  satisfactory  ma- 
chine must  have  the  following  essentials: 

1.  Universal  keyboard  with  library 
characters  substituted  for  the  commer- 
cial; such  as  brackets,  the  superior  c  and 
accent  marks, 

2.  Visible  writing. 

3.  Perfect  alignment. 


4.  Rapid  ribbon  shift,  with  an  attach- 
ment for  bi-chrome  ribbon. 

5.  Carriage  scale  that  shows  point  of 
contact. 

6.  Satisfactory  card  attachment,  which 
is  an  important  item  for  a  library  ma- 
chine as  much  card  work  is  done.  The 
attachment  should  hold  the  card  firmly, 
allowing  writing  to  either  edge  and  card 
to  be  turned  back  on  platen  for  erasures 
and  changes. 

Method  of  Instruction 

1.  Provide  apprentice  with  pamphlet  en- 
titled Directions  for  using  which  comes 
with  every  machine,  or  can  be  procured 
from  the  Typewriting  Company  where  the 
machine  was  purchased.  Have  apprentice 
study  this,  learning  the  parts  of  the  machine 
and  their  uses,  until  she  knows  the  mechan- 
ism thoroughly.  It  will  be  necessary  for 
the  instructor  to  go  over  these  parts  with 
her,  carefully  explaining  the  use  of  the 
space  bar;  shift  keys;  shift  lock;  back 
spacer;  carriage  movements  and  release; 
paper  guides;  paper  release;  space  lock; 
marginal  stops;  guides  on  scale;  ribbon 
mechanism  and  changing  of  ribbon;  tabu- 
lator for  correspondence,  business  forms, 
and  card  work. 

2.  Furnish  apprentice  with  a  pamphlet 
on  the  Touch  system,  also  procurable  from 
the  Typewriting  Company,  giving  general 
directions  and  a  series  of  lessons.  These 
directions  should  be  carefully  followed,  and 
each  lesson  mastered.  The  work  of  each 
lesson  should  be  revised  by  the  librarian. 
After  mastering  the  mechanism,  the 
fingering  and  the  keyboard  of  a  type- 
writer, constant  practice  will  bring  speed 
and  ease  in  handling  it.  An  operator  who 
can  write  sixty  words  a  minute  without 
making    any    mistakes    is    considered    an 


22 


APPRENTICE  COURSE  FOR  SMALL  LIBRARIES 


expert.  This  should  be  the  goal  toward 
which  every  typist  should  work.  If  the 
•apprentice  can  acquire  even  half  of  this 
speed,  she  will  be  able  to  save  both  time 
and  labor  in  her  library  work. 

3.  After  the  apprentice  becomes  able 
to  write  with  some  speed  and  ease  give 
her  copying  to  do,  such  as  reading  lists, 
bulletin  board  notices,  copy  for  printer 
and  even  some  business  correspondence. 
At  an  early  stage  she  could  typewrite 
book  cards  and  some  library  records,  and 
after  she  knows  the  principles  of  cataloging 
she  could  typewrite  cards  under  the  li- 
brarian's directions. 


Places  Where  Typewriting  is  Used 

In  any  well  regulated  library  the  type- 
writer will  be  kept  in  constant  use.  Its 
principal  uses  are 

1.  Business  correspondence. 

2.  Cataloging.      See  Figure  29. 

3.  Shelf-listing.     See  Figure  19. 

4.  Library  records,  such  as  book  cards 
(see  Figure  11);  readers'  cards;  reserve 
and  other  postals;  application  blanks; 
any  other  records  if  made  on  loose  sheets. 

5.  Miscellaneous  material,  such  as  bulle- 
tin board  notices;  reading  lists;  labels 
on  pamphlet  boxes;  reports  to  library 
boards;  copy  for  the  printer  and  various 
other  notices  and  forms. 


CHAPTER  VII 


TEACHING  THE  USE  OF  THE  CATALOG 


The  catalog  as  a  key  to  the  resources 
of  the  library  should  be  explained  to  the 
apprentice  early  in  the  course.  The  best 
method  of  giving  this  instruction  and  one 
that  proves  successful  with  school  children 
also,  is  by  means  of  carefully  prei)ared 
cjuestions,  formulated  in  such  a  manner 
that  they  will  reveal  definite  points  re- 
garding the  catalog  and  furnish  needful 
drill  in  learning  how  to  use  this  tool. 

Two  lessons  are  planned  for  this  work  in 
the  apprentice  course,  with  one  problem, 
and  practice  work  in  alphabeting  and  filing 
of  catalog  cards.  The  assignment  can 
be  made  at  any  time  after  the  lessons  on 
classification  and  shelving. 

First  Lesson  on  the  Catalog 

1.  Explain  that  several  cards  are  made 
for  each  book  in  the  library. 

2.  Distribute  some  examples  of  the 
principal  kinds  of  cards  made — author, 
title,  subject,  and  analytic — for  the  appren- 
tice to  look  at.  Cards  ready  for  filing 
in  the  catalog  can  be  used  for  the  purpose, 
if  the  class  is  small.  Write  samples  of 
each  card  on  the  blackboard,  if  giving 
the  explanation  to  large  class  or  to  school 
children.   Have  class  copy  m  note  oooks. 

3.  Point  out  the  information  each  card 
gives  and  direct  attention  to  the  head- 
ings and  call  numbers. 

4.  Define  a  dictionary  catalog — the 
arrangement  of  these  cards  by  their 
headings  in  alphabetical  order,  like  words 
in  a  dictionary  or  encyclopedia. 

5.  Give  the  apprentice  a  copy  of  the 
bookmark  The  Card  Catalog:  How  to  Use 
It  (Democrat  Printing  Co). 

7.  Explain  arrangement  of  the  trays  in 
the  catalog  case.  From  top  to  bottom,  not 
across. 

8.  Call  attention  to  labels  on  each  tray 
and  guide  cards  in  each  one. 


Problem  in  Using  the  Card  Catalog 

Have  questions  of  the  following  type 
ready  to  give  the  apprentice.  Vary  the 
specific  authors  or  titles  if  the  work  is 
given  to  several  at  the  same  time.  Make 
questions  to  fit  your  own  catalog. 

Require  answers  to  be  looked  up  in  the 
apprentice's  own  time,  before  the  next 
lesson.  In  addition  to  finding  the  answer 
in  the  catalog  ask  the  apprentice  to  locate 
the  books  upon  the  shelves. 

In  answering  questions  requiring  names 
of  specific  books,  call  number,  surname 
of  author,  brief  title,  and  date  should  be 
given. 

1.  How  many  books  by  S.  L.  Clemens  does 

the  library  contain? 

This  question  to  illustrate  name  refer- 
ence card;  author  card. 

2.  How   many   books    about   him    can    be 

found? 

This  question  to  illustrate  subject  card; 
arrangement  of  entries  under  author. 

3.  Who  wrote  The  Making  of  an  American? 

Does    the    library    contain    another 
book  by  this  author? 
To  illustrate  title  card. 

4.  In   how  many  volumes   does   Lamed's 

History  for  Ready  Reference  appear? 
What  book  contains  a  portrait  of 
Queen  Elizabeth? 

To    illustrate    value    of    collation    and 
meaning  of  bibliographic  abbreviations. 

5.  Find  the  most  recent  book  the  library 

contains  on  automobiles.  Who  pub- 
lished it? 

To  illustrate  value  of  imprint. 

6.  In  what  book  by  Brownell  is  a  chapter 

on  George  Eliot  to  be  found?  How 
long  is  the  article?      Ic-fB^rCLi-^  Paos^ 

To  illustrate  value  of  contents  note  and 
analytics.    It  is  possible  to  get  answer  by 


24 


APPRENTICE  COURSE  FOR  SMALL  LIBRARIES 


looking  under  either  author  or  subject  in 
this  case. 

7  Find  a  book  on  political  economy. 

To  illustrate  cross  reference  card;  sub- 
ject card. 

8.  If  you  do  not  find  all  the  material  de- 

sired under  the  heading  "Conduct  of 
life,"  to  what  other  topics  are  you 

referred  in  the  catalog?      -  ' 

•yvv  ox's 

9.  If   you   were   studying   the   subject   of 

Archaeology  and  did  not  find  enough 
material  under  the  specified  head, 
where  would  you  look  for  additional 
material? 

Answer  would  be  "Under  the  names  of 
countries,  subhead  Antiquities." 

Second  Lesson  on  the  Catalog 

Discuss  answers  to  the  card  catalog 
problem,  assigned  in  Lesson  1. 

Alphabeting 

Excellent  drill  in  learning  the  arrange- 
ment of  the  catalog  and  its  scope  may  be 
given  through  practice  in  alphabeting 
cards  and  filing  them  in  the  catalog. 

Directions  to  Apprentice 

Arrange  cards  on  a  table  or  desk  by  first 
letter  of  heading;  all  those  beginning  with 
A  together,  B,  C,  etc. 

Take  each  letter  in  turn,  arranging  by 
second  letter  of  heading,  Aa,  Ab,  Ac,  if 
many  cards  under  the  letter.  Thus  pro- 
ceed until  the  package  is  in  alphabetical 
order  throughout,  ready  to  file  into  the 
tray. 

File  each  card  in  alpliabctical  place, 
above  the  rod,  so  that  it  projects. 

Do  not  pull  out  rods. 

Leave  work  for  revision  by  librarian. 

Revision  of  Filing 

Do  as  soon  as  apprentice  finishes. 
I'-xpIain  errors  found. 

Pull  out  rods  and  allow  cards  to  drop  into 
place. 


Brief   Rules   and   Principles   of  Alpha- 
beting to  be  Explained 
to  Apprentice 

1.  Alphabet  an  entry  by  its  first  word  (dis- 

regarding initial  articles)  letter  by 
letter  as  in  a  dictionary;  if  the  word  is 
the  same  in  two  or  more  entries, 
alphabet  by  the  next  word  and  so  on. 
Entries  should  first  be  arranged  word 
by  word,  not  alphabeted  letter  by 
letter  throughout. 

Art  and  culture  not  Art  and  culture 

Art  thoughts  Artesian  wells 

Artesian  wells  Arts  of  design 

Arts  of  design  Art  thoughts 

2.  When  the  same  word  is  used  for  different 

kinds  of  headings  arrange  them  as 
follows:  person  (author  or  person's 
name  used  as  subject),  place,  subject, 
title. 

Fish,  Charles  (person) 
Fish,  Hamilton  (person) 
Fish  (subject) 
Fish  in  Maine  (title) 
Washington,  George  (person) 
Washington,  D.  C.  (place) 

3.  When  surname  is  the  same,  subarrange 

by  forename.  Initials  of  forenames 
precede  fully  written  forenanies  be- 
ginning with  same  initials. 

Brown,  J.  L. 
Brown,  James 
Brown,  James  W. 
Brown,  James  William 

4.  Disregard  personal  titles  as    Mrs,    Dr, 

Hon.,  Sir,  Mme,  Mr  in  arranging 
personal  entries,  unless  the  names 
are  identical. 

Brown,  George  K. 

Brown,  Sir  Malcolm 

Brown,  Mrs  Sarah  (Williams) 

5.  Alphabet  the  prefixes  M*  and  Mc,  S,  St, 

Ste,  as  if  written  in  full  Mac,  Sanctus, 
Saint,  Sainte. 

McBridc.  George 
MacMridc,  I^obcrt 
M'Bride,  William 
Macdonakl,  Angus 
McDonald,  James 

G.  Place  forenames,  when  used  for  entry, 
before  similar  surname  entries.  Ar- 
range thus:  Saints,  Popes,  Emper- 
ors, Kings,  Princes,  Noblemen,  others. 


APPRENTICE  COURSE  FOR  SMALL  LIBRARIES 


25 


Suharrangc  sovereigns  alphabetically 
by  country  and  then  numerically. 

Henry  IV,  kinf?  of  iMiRland 
Henry  VIII,  kinK  of  luiKland 
Henry  IV,  king  of  I'"rancc 
Henry,  Mrs  Sarah  (Jennings) 

7.  Surnames  similar  in  form  are  arranged 

as  spelled. 

Stephens 

Stetson 

Stevens 

8.  Arrange  figures  in  titles  as  if  written  out: 

e.  g.  Boys  of '76  (seventy-six).  Abbre- 
viations as  if  spelled  in  full,  Dr 
(doctor)  Lavender's  People.  Elisions 
as  printed  Who  killed  Cock  Robin?; 
Who's  who. 

9.  Arrange  possessive   case   singular   with 

the  plural. 

Boy  anglers 
Boys  of  '76 
Boy's  work  shop 

10.  Arrange  prefix  names  as  single  words. 

Demonstration 
De  Morgan 
Demosthenes 

But    arrange    compound     names    as 
separate  words. 

New  Amsterdam 
New  York 
Newfoundland 

11.  Arrange  hyphened  words  as  if  separate. 

Grave-mounds 
Grave  objections 
Gravel 
Gravestone 

12.  Arrange  titles  under  each  author  alpha- 

betically. Arrange  books  about  an 
author  after  books  written  by  him, 
subarrange  by  name  of  biographer  or 
critic. 

13.  Arrange  subdivision  of  a  subject  after 

main  heading  in  alphabetical  order, 
except  periods  of  history,  which 
should  be  arranged  chronologically. 

U.  S. — Description  and  travel 
U.  S. — History — Revolution 
U.  S. — History — Civil  war 
U.  S. — Social  life  and  customs 


*In  the  case  of  several  references  to  the  same 
the  first  mention  of  the  title. 


Arrange  subdivisions  before  continuous 
phra.ses. 

Railroads 
Railroads — Rates 
Railroads  and  the  state 

14.  File  cross  reference  cards  after  other 
cards  headed  by  same  word  or  phrase. 

References  on  Teachiufi  the  I'se  of  the 
Library  and  the  Catalog 

Clough,  Mrs  W.  G.  Library  and  the 
schools.  Wisconsin  Library  Bulletin, 
7:138-42  (July-OcL  1911) 

Cilson,  M.  L.   Course  of  study  for  normal 
school  pupils  on  the  use  of  a  library. 
(Modern  American  library  economy, 
pt.  5,  sec.  2)    Wilson.    75c. 
Lesson  3.     The  catalog,  an  index  to  books. 

Smith,  M.  A.  Library  instruction  in 
schools.  Wisconsin  Library  Bulletin, 
7:134-37  (July-Oct.  1911) 

Ward,  G.  O.    Practical  use  of  books  and 
libraries. 
Chapter  3.    The  card  catalog. 

Western  Massachusetts  Library  Club. 

Outline  for  an  hour's  exercise  on 
how  to  use  the  library.  Wisconsin 
Library  Bulletin,  11:106-8  (April 
1915) 

Wisconsin — Public    Instruction    Dept. 

Lessons   on   the   use   of   the   school 
library,  prepared  by  O.  S.  Rice. 
The  card   catalog,    p.   48-55;      Instruction   in 
the  use  of  the  public  library,  p.  124-27. 

Required  Reading  for  Apprentice 

Bacon,  Corinne.  Card  index  of  the  li- 
brary. Wisconsin  Library'  Bulletin, 
8:165-66  (Sept.-Oct.  1912) 

Fay,  L.  E.  &  Eaton,  A.  T.    Instruction  in 
the  use  of  books  and  libraries.* 
Chapter  9.    The  catalog. 

book,   the   trade  information   will   be  found   under 


CHAPTER  VIII 


LOAN  WORK— PART  I 


"Loan  work  is  that  part  of  a  librarj^'s 
activity  which  results  directly  in  bringing 
its  books  into  the  hands  of  the  public 
for  home  reading  and  study."*  The 
people  who  use  the  library  are  entitled 
to  prompt  and  thoughtful  servace  at  the 
loan  desk.  The  apprentice  should  be  thor- 
oughly familiar  with  the  arrangement  of 
books  in  the  librarj^  and  with  the  tools 
used  in  registration  of  borrowers  and  in 
circulation  of  books,  before  she  is  en- 
trusted with  actual  independent  work 
with  people  at  the  desk.  The  first  lessons 
for  the  apprentice  on  loan  work  are  there- 
fore limited  to  the  use  of  the  tools.  These 
lessons  should  be  deferred  until  the  ap- 
prentice has  had  a  considerable  amount 
of  practice  work  in  shelving,  designed  to 
give  her  a  knowledge  of  classification,  and 
received  instruction  in  the  use  of  the 
catalog.  In  Chapter  XI,  Loan  Work — 
Part  II,  outlines  are  given  on  desk  work 
with  the  public.  Until  she  is  competent 
to  serve  them,  the  apprentice  should  not 
be  left  alone  at  the  desk,  when  there  are 
people  to  be  waited  upon. 

Should  the  librarian  in  a  small  library 
find  it  necessary  to  allow  the  apprentice 
to  do  desk  work  before  she  is  as  fully 
familiar  with  the  library  as  is  recommended 
in  this  course,  special  care  must  be  taken 
to  supervise  the  work  the  apprentice  does 
and  have  her  correct  her  mistakes. 

In  teaching  loan  work,  the  importance 
of  accuracy  in  every  detail  must  be  em- 
phasized continually.  Mistakes  made 
in  filing  book  cards,  in  copying  card 
numbers  or  addresses,  in  setting  date 
stamps,  bring  discredit  to  the  library 
and  often  cause  annoyance  to  the  bor- 
rower in  such  form  as  an  undeserved 
notification  of  an  overdue  book,  or  some 


other  unnecessary  "red  tape,"  as  he  calls 
it.  The  apprentice  must  painstakingly 
cultivate  accuracy,  until  it  becomes  a 
habit. 

The  librarian  should  teach  routine 
work  by  demonstration  rather  than  by 
lecture.  After  demonstration  of  methods, 
the  apprentice  may  be  given  printed  in- 
structions to  study  and  follow.  The  di- 
rections offered  here  may  be  given  to  the 
apprentice,  and  she  should  also  study  the 
code  book  of  the  rules  of  the  library  in 
which  she  is  working.  Everj'^  library 
should  have  a  code  book  in  which  are 
recorded  its  rules  and  policies  with  blanks 
and  forms,  properly  filled  out,  for  the 
direction  of  all  staff  members. 

The  different  kinds  of  work  described 
in  this  lesson  should  be  demonstrated  to 
the  apprentice  in  the  order  given.  If  there 
are  several  apprentices  in  the  library, 
make  each  responsible  for  different  parts 
of  the  work:  one  for  setting  stamps  and 
arrangement  of  book  cards;  another  for 
slipping  books  and  sending  overdue  no- 
tices; another  for  registration  work. 
Change  the  work  every  few  weeks  so  that 
all  .may  become  familiar  with  the  various 
tools.  Continue  the  loan  work  through 
the  entire  apprentice  course. 

Loan  Desk  Tools  with  which 

Apprentice  Must  Become 

Familiar 

The  librarian  should  first  take  the  ap- 
prentice to  the  charging  desk,  showing 
her  the  arrangement  of  all  tools  and 
supplies. 

Api)lication  cards 

Ai)plication  file 

Book  cards 


*Vilz.   c.   P.   P. 
Pub.  Board.  1914. 


Loan    work.       (Preprint  of  Manual  of  library  economy.      Chai).    21)  A.  L.  A. 


FIG.    15— CHARGING  TRAY,   SHOWING  ARRANGEMENT   OF  BOOK   CARDS   BY   CON- 
SECUTIVE   DATES,    OVERDUES    AUTOMATICALLY    DETECTED.       BOOK    CARDS 
WHICH  ARE  RAISED,  BEHIND  DATE  GUIDE  ",30,"  SHOWING  ARRANGEMENT 

WITHIN    DATES 


FIG.    16.— DRAWER    OF   APPLICATION    FILE;   APPLICATION    CARDS    FILED    FOR 

REVISION 


z  ^ 

is 


^2 

...  < 


oc 


APPRENTICE  COURSE  FOR  SMAIJ.  LIBRARIES 


27 


Book  pockets 

Borrowers'  cards 

Borrowers'  register 

Cash  drawer  -with  cash  slip  (use  dis- 
cussed in  Loan  Work — Pari  II) 

Charging  tray  with  date  guides 

Dating  siijis 

Dating  outfit 

Fine  slips 

Lost  card  application  blanks  {Loan  II) 

Overdue  notices:  pf)stals,  letters 

Receipt  book  {Loan  II) 

Receipts  for  books  returned  without 
cards  {Loan  II) 

Rental  collection  records  {Loan  II) 

Reserve  notice  postals  {Loan  II) 

Statistics  sheets  {Loan  II) 

Instructions  for  Apprentice 

(These  instructions  are  in  accordance  with  the 
practice  advocated  by  the  Wisconsin  Library 
School  and  will  need  modifying  to  agree  with 
local  methods.) 

Setting  Date  Stamps 

Note:  Apprentices  from  the  first  may  be 
given  the  work  of  cleaning  and  setting  date 
stamps  at  beginning  of  each  day.  Stamps  must 
be  ready  for  use  at  opening  hour  of  library. 
Members  of  staff  and  apprentices  should  be  at 
library  at  least  15  minutes  before  time  of  open- 
ing. Teach  value  of  clear,  clean,  even  dates, 
in  economy  of  space  on  cards,  and  in  conven- 
ience to  borrower  and  librarian.  Worn  type 
does  not  stamp  clear  dates,  and  should  be 
replaced  by  new. 

Change  dates  in  stamps.  Order  of  type: — - 
date,  month,  year.    See  Figure  11. 

If  "date  of  issue"  used,  set  all  stamps  for 
current  date — to  be  used  in  charging 
and  discharging  all  books  and  maga- 
zines. If  "date  due"  used,  set  three 
stamps:  one  for  current  date — for 
discharging;  one,  14  days  from  cur- 
rent date — for  charging  books  of 
non-fiction  and  old  fiction;  one,  7  days 
from  current  date — for  charging  new 
books  and  books  in  rental  collection, 
and  magazines,  if  issued  for  a  week. 
(Better  to  issue  current  magazines 
for  a  shorter  period;  in  that  case  an 
extra  stamp,  3  or  4  days  from  current 
date,  necessary) 

Note:      DifTerent    styles    of    pencil   daters   may 
be  used  for  each  different  date,  or  better. 


different  kinds  of  stamps;  L  C,  ring 
pencil  daler  for  14  day,  plain  pencil 
datcr  for  7  day,  "Crown"  dater  for 
current  date.  Order  large  size  type, 
not  smaller  than  12  or  14  point. 

Replace  type  removed  from  stamps  in 
proper  order  in  type  boxes. 

Clean  stamps  with  stiff  brush. 

Ink  pads  evenly  with  stamp  pad  ink, 
scraping  pads  occasionally  with  stiff 
cards,  to  remove  dust.  Pads  should 
be  inked  every  two  or  three  days, 
when  in  constant  use.  (Never-Smear 
ink  pads,  with  Never-Smcar  ink, 
good.  C.  C.  Ilager  Co.,  Pittsburgh, 
Pa.) 

Try  all  stamps  on  slip  of  paper. 

Take  slip  bearing  all  dates  stamped,  to 
librarian  for  rc\'ision  before  any 
stamps  are  used. 

Arranging  Book  Cards 

Sort  book  cards  of  previous  day's  circula- 
tion,— fiction,  non-fiction,  and  juvenile 
separately. 

Arrange  thus:  adult  fiction,  adult  non- 
fiction,  juvenile  fiction,  juvenile  non- 
fiction;  all  fiction  arranged  by  author, 
then  title,  then  copy  number;  non- 
fiction  by  call  number.  Similar  to 
shelf  arrangement.  See  Figure  15. 
Review  Reading  Shelves,  p  11.  In 
library  with  separate  children's  de- 
partment and  charging  desk,  juvenile 
book  cards  will  be  filed  at  desk  in 
children's  room.  See  Work  in  the 
Children's  Room,  p.  29. 

Book  cards  stamped  Seven  day  and  Renl 
to  be  arranged  separately,  also  book 
cards  of  magazines. 

After  revision,  place  book  cards  behind 
proper  dale  guides.  See  Figure  15. 
If  "date  of  issue"  used,  magaz;ine, 
rent,  and  seven  day  book  cards  are 
placed  at  beginning  of  current  date; 
if  "date  due"  used,  they  are  placed 
in  dates  for  which  they  are  stamped, 
directly  behind  date  guides. 

Note:     Arrangement  must  be  carefully  revised 
by  librarian  until  free  from  error. 

Slipping  Books 

Note:     The    process    of    placing    the    proper 
book  cards  in  book  pockets,   after  books  have 


28 


APPRENTICE  COURSE  FOR  SMALL  LIBRARIES 


been  returned  to  library  by  borrowers.  The 
use  of  dating  slips  (see  Figure  11)  makes  it 
unnecessary  to  slip  books  immediately  upon  dis- 
charging them;  i.  e.,  canceling  borrower's  card 
with  date  of  return.  In  busy  hours  it  is  a  con- 
venience to  have  one  person  discharge,  and 
another  slip  the  books  at  the  charging  tray, 
which  may  be  placed  on  a  table  behind  the 
charging  desk.  Or,  with  only  one  person  at  the 
desk,  books  may  be  put  aside  and  slipped  later. 
Explain  importance  of  accurate  slipping. 
The  wrong  book  card  in  a  pocket  leaves  in  the 
charging  tray  a  book  card  bearing  a  charge  to 
some  one  who  has  returned  a  book.  A  book 
card  in  the  wrong  book  is  lost,  when  the  book 
is  placed  on  shelf.  Book  card  and  pocket  must 
bear  identical  items,  call  number  and  accession 
number,  if  non-fiction;  author,  title,  and  ac- 
cession number,  if  fiction.    See  Figure  11. 

Open  book  at  pocket  and  dating  slip; 
notice  last  date  stamped  on  dating 
slip,  turn  to  corresponding  date 
guide,  in  charging  tray. 

Notice  items  at  top  of  book  pocket;  find 
book  card  behind  date "  guide,  re- 
membering Arranging  of  book  cards, 
p.  27. 

Remove  book  card  from  tray  and  place 
in  pocket,  comparing  accession  num- 
bers. All  items  on  book  card  must 
agree  with  those  on  book  pocket. 

Note:  Librarian  should  revise  books  slipped, 
before  they  are  shelved,  until  work  is 
done  without  error.  Show  apprentice 
how  to  separate  books  for  shelving,  books 
to  be  mended,  and  books  for  which  re- 
serve cards  have  been  made,  placing  each 
on  separate  shelf  or  truck. 

Regi-stration  Records 

Filing  application  cards 

Arrange  applications,  that  have  been 
numbered  and  entered  in  the  bor- 
rowers'  register,   alphabetically  by 
borrowers'    names    as    inverted    on 
upper  left  hand  corner  of  card. 
Place  in  alphajjctical  file  of  applica- 
tions, standing  cards    on    edge    for 
revision.    See  Figure  16. 
If  card  numerical  record  is  used  instead 
of     registration     book,     apprentice 
may  file  numerical  slips  in  numerical 
file,  librarian  revising. 
Filing  borrowers'  cards 

Arrange  cards,  not  in  use  or  held  for 
fines,   alphabetically  by   borrower's 
name  at  top  of  card. 
File  sideways  in  lilc  for  revision. 


Overdue  Notices 

Note:  Explain  automatic  detection  of  over- 
dues  in  charging  tray,  with  book  cards  filed 
consecutively  by  date,  behind  date  guides, 
overdues  always  coming  together  at  back  of 
tray.     See  Figure  15. 

Take  from  tray,  book  cards  5  days  over- 
due, for  sending  first  postal  notice, 
and  10  days  overdue  for  second 
notice. 

Search  for  books  on  shelves  to  be  sure 
they  have  not  been  shelved  without 
being  slipped,  and  among  "snags" 
(books  for  which  book  cards  cannot 
be  found). 

Attach  fine  slips  with  rubber  bands  to 
5  day  overdue  book  cards,  copying 
from  the  book  card  on  to  the  fine 
slip,  the  borrower's  card  number 
(the  last  charge  on  book  card),  the 
book  number,  the  date  due.  See 
Figure  15.  If  "date  of  issue"  stamp 
is  used  instead  of  "date  due,"  the 
date  taken  is  copied,  and  date  due 
computed  and  written  in. 

Arrange  book  cards,  5  and  10  day  overdues 
together,  by  borrowers'  numbers  at 
top  of  fine  slips,  and  look  up  names 
and  addresses  in  numerical  register 
of  borrowers,  copying  proper  names 
and  addresses  to  fine  slips  (see  Figure 
15).  10  day  overdues  are  looked  up 
a  second  time,  names  and  addresses 
thus  verified. 

Look  up  these  borrowers  in  lists  of  quaran- 
tined cases  reported  by  Board  of 
Health.  If  any  borrower  with  con- 
tagious disease  has  overdue  book, 
fine  slip  should  be  so  marked,  and  no 
over-due  notice  sent. 

Fill  out  postal  notice  for  5  day  overdues 
and  letter  notices  for  10  day  overdues, 
addressing  envelopes  for  latter. 

Mark  fine  slips  with  dales  of  first  and 
second  notices  sent,  respectively. 

File  book  cards  behind  proper  date  guides, 
and  behind  "Overdue"  guide  in 
charging  tray.   See  T^igure  15. 

K«'«iuircd  Reading  on  Loan  Work 

Ro.siwi<-k,   A.   K.     The  American  public 
library.     Ajjpleton.  .^L.^O 
Chapter  4.    The  library  and  the  public. 


APPRENTICE  COURSE  FOR  SMALL  LIBRARIES 


29 


Wisconsin — Free  Library  Comnnission. 

Sugj^cstions  for  rules  and  rc.milalicnis. 
Copies    for     distribulion     to     aiiprentices    in 
Wisconsin,  free  on  request. 

Work  in  the  Children's  Room 

Practice  work  for  the  apprentice  in 
shelving  and  loan  can  be  assigned  in  the 
children's  room  as  well  as  in  the  adult 
department  of  the  library.  Arrange- 
ment of  book  cards,  slipping  books,  work 
of  registration,  sending  overdue  notices, 
must  be  done  in  the  children's  room 
daily,  if  there  is  a  separate  charging 
desk. 

Here  in  busy  hours  the  apprentice  may 
begin  her  work  with  people,  by  helping 
the  children  find  their  books.  Home 
reading  of  books  about  children  and 
good  books  for  children  (see  suggested 
list  on  p.  60),  together  with  examination 
of  authoritative  lists  of  children's  books, 
will  increase  her  value  in  the  work.  The 
lists  that  grade  children's  books  will  be 
of  special  value  to  her  in  helping  the 
children. 

Suggested  Reading  in  Connection  with 
Work  in  the  Children's  Room 

Bostwick,  A.  E.     The  American  public 
library. 
Chapter  6.    The  library  and  the  child. 

Children's  work:  Symposium.  Wis- 
consin Library  Bulletin,  7:129-42 
(Oct.  1911) 

Elmendorf,  H.  L.  Some  things  a  boy  of 
seventeen  should  have  had  an  op- 
portunity to  read.  Review  of  Re- 
views, 28:713-17  (Dec.  1903) 

Fay,  L.  E.  &  Eaton,  A.  T.  Instruction 
in   the   use  of  books   and  libraries. 

Part  II.  Selection  of  books  and  children's 
literature. 


Grahainc,  Kenneth.  The  golden  age. 
Lane.  SI.  (Illus.  by  Maxfield  Par- 
rish.  Lane.     §2.50) 

Hunt,  C.  W.  What  shall  we  read  to  the 
children.    Houghton.     $1 

MacClinlock,  P.  L.  Literature  in  the 
elementary  school.  Univ.  of  Chicago 
Press.     $1 

Olcoti,  F.  J.  The  children's  reading. 
Houghton.     $1 

Lists  of  Children's  Books    ^  hich    will 
be  Helpful 

Bacon,  Corinne,  comp.      Children's  cata- 
log.   1917.    Wilson.    $2-S6 

Boy  Scouts  Library  Commission.  Books 
boys  like  best.    1915. 

Buffalo  Public  Library.  Graded  list  of 
books.    1909.    25c. 

Brooklyn  Public  Library.  Books  for 
boys  and  girls.    1916. 

Books  that  girls  like.     1914.    5c. 

Cleveland     Public     Library.  Eighty 

tales  of  valor  and  romance.    Wilson. 
10c. 


Seventy-five    books   of  adventure 

for  boys  and  girls.  1913.  Wilson.  10c. 

New  York  Public  Library.  Heroism;  a 
reading    list    for    boys     and    girls. 

1914.  5c. 

Pittsburgh,  Carnegie  Library.  Books  in 
the  children's  department.  1909. 
$1 

St.  Louis  Public  Library.  List  of  books 
for  older  girls.    1914.    5c. 

Utica  Public  Library.  Books  for  home 
reading  (graded).   1913.   5c. 

Wisconsin — Free  Library  Commission. 

Children's  books  for  first  purchase. 

1915.  35c. 


CHAPTER  IX 


LIBRARY  ECONOMY 


In  this  course  the  term  library  economy 
is  apphed  to  the  methods  of  keeping  records 
for  books  belonging  to  the  library,  namely 
accessioning,  shelf-listing,  withdrawals,  and 
inventory.  The  apprentice  can  be  taught 
the  routine  involved  in  these  records  at  any 
time  following  the  lessons  given  her  in 
mechanical  preparation  of  books.  Oppor- 
tunity for  practice  is  easily  furnished  by 
the  same  order  of  books,  that  has  been 
carried  through  the  mechanical  processes. 

The  assignment  made  for  the  apprentice 
will  be  limited  to  the  simpler  parts  of  the 
routine,  but  should  be  accompanied  by 
explanations  of  the  importance  of  each 
record.  The  apprentice  cannot  but  be  in- 
terested if  she  understands  why  he  is 
doing  each  part  and  can  see  its  relation  to 
the  whole.  She  can  soon  be  trained  to 
give  real  assistance,  but  all  that  she  does 
must  be  revised.  None  of  the  statistical 
records  in  this  work  and  but  little  of  the 
shelf-listing  should  be  given  her  to  do. 

Accessioning 

Define — the  official  record  of  books 
made  in  the  order  of  their  addition  to  the 
library. 

Explain  form  of  record  kept  by  library. 
If  an  accession  book  is  used,  the  apprentice 
can  be  taught  to  make  entries  in  it.  If  the 
record  is  kept  by  bill  method  or  other 
form  explain  the  working  of  this  method 
as  carried  on  by  the  librarian. 

Use  explanation  given  in  the  introduc- 
tion to  the  accession  book,  requiring  ap- 
prentice to  read  carefully.  Have  her 
practice  on  a  separate  sheet  before  at- 
temjjting  entry  in  the  permanent  record. 
(Sample  sheets  can  be  purchased  separately 
from  the  Democrat  Printing  Co.,  Gaylord 
Bros.,  and  Library  Bureau.) 

Take  precaution  against  possibility  of 
errors  in  accession  books,  that  arc  "half 


numbered,"  by  adding  the  hundreds  and 
thousands  on  each  leaf  throughout  the 
book.  Do  not  leave  for  an  apprentice  or 
assistant  to  carry  forward  as  she  does  the 
entering.  See  article  on  Numerical  Errors 
in  Records,  by  Helen  Turvill,  Wisconsin 
Library  Bulletin,  8:18  (May-June  1912). 

Directions  to  Apprentice 

1.  Arrange  books  in  order  of  dealer's  bill. 

2.  Enter  in  pencil,  date,  source,  and  cost 

(i.  e.,  bill  entry)  on  inner  margin  of 
the  first  recto  (i.  e.  right  hand  page) 
following  the  title  page.  See  Figure  17. 

3.  Write,    with    ink,    the    accession   num- 

ber in  the  book  about  one  inch  from 
lower  margin  of  the  first  recto  after 
title  page  (see  Figure  17)  and  on 
the  25th  or  whatever  page  has  been 
selected  for  the  mark  of  ownership. 
If  the  practice  is  formed  of  entering 
the  numl)er  in  the  book  before 
writing  entry  in  accession  record 
there  is  less  danger  that  it  will  be 
omitted. 

4.  Make  entry  for  each   book  in   turn  in 

accession  record. 

Use  library  handwriting. 

Begin  writing  close  to  vertical  lines. 

Keep  within  the  columns,  interlining 
above,  when  necessary. 

Use  ditto  marks,  whenever  possible, 
to  save  time.  Keep  ditto  marks  in 
even  column,  one  ditto  being  suffi- 
cient for  an  entry.    See  Figure  18. 

5.  Items  entered 

Left  hand  page 

Date  of  bill  or  gift 

Accession  number 

Author  (surname) 

Title  (short) 
Right  hand  page 

Publisher  (first  surname  of  linn) 

Year  of  publication 


APPRESTicE  corns/-:  for  small  luhlmuks 


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32 


APPRENTICE  COURSE  FOR  SMALL  LIBRARIES 


Volume  or  copy  number 
Source  (dealer  or  donor) 
Cost  (if  purchased) 
Added  by  gift,  binding 
See  Figure  ISforillustrationsof  entries. 


Revision  of  Work 

Examine  all  work  to  see  that  it  is  done 
properly. 

Shelf-listing 

Since  a  knowledge  of  catalog  rules  is 
required  in  making  shelf  cards,  the  appren- 
tice cannot  profitably  be  given  much  of  this 
work  to  do,  until  she  has  been  taught  more 
about  cataloging.  But  the  record  should 
be  explained  and  practice  in  the  use  of  it 
given  her,  that  she  may  fully  appreciate  its 
use  and  importance. 

Definition 

A  record  of  books  in  the  library'  in  the 
order  in  which  they  stand  on  the 
shelves.    Usually  a  card  record. 

Uses 

For  inventory 

In  assigning  book  numbers,  to  avoid 

conflicts 
In  classifying,  to  secure  uniformity 
In  book-buying  to  avoid  duplication, 

keep  classes  well  balanced 
Serves  as  classed  catalog 

Rules  for  making  shelf  cards 
Cards  contain 

Surname  of  author  (initials  added 
for  works  of  fiction)  written  on  the 
first  line  of  card  at  first  indention. 
See  Figure  19 

Brief  title,  at  second  indention, 
second  line 

Date  of  publication  one  centi- 
meter, or  three  spaces  on  type- 
writer, after  title,  for  class  book. 
See  Figure  20 

Call  number  as  on  catalog  cards, 
but  in  black  ink 

Accession  number  placed  in  the 
margin,  second  line  below  title 

Explain  method  of  entering  copies 
and  volumes 


Practice  Work  for  Apprentice 

Give  the  apprentice  very  little  practice 
in  writing  shelf  cards  at  this  time,  since 
this  work  can  not  be  done  without  more 
knowledge  of  cataloging  forms  than  she 
possesses.  Shelf  cards  are  generally  made 
when  the  catalog  cards  are  written,  and 
the  apprentice  is  not  ready  for  this  in- 
struction as  yet. 

Explain  how  to  file  shelf  cards  and  give  the 
apprentice  practice  in  this  work.  Let  her 
arrange  by  call  number  and  file  the  cards 
above  the  rod  in  the  shelf-list  trays. 
Revise  all  filing.  Filing  the  cards  will 
teach  her  the  arrangement  of  this  record 
and  familiarize  her  with  it. 

Withdrawals 

In  connection  with  the  routine  of  making 
withdrawals  the  apprentice  can  be  of  assist- 
ance, if  she  proves  accurate  and  reliable. 

Practice  Work  to  Assign 

1.  "Pulling"    cards    from    shelf-list     and 

catalog.  1  The  apprentice  has  learned 
how  each  of  these  records  is  arranged 
and  this  work  is  merely  the  reversal 
of  the  process  of  filing.  Explain  the 
tracing  on  the  author  card,  which  en- 
ables the  rest  of  the  cards  to  be 
found  in  the  catalog. 

2.  Entering  books  in  withdrawal  record,  if 

a  withdrawal  book  is  kept.  Since  this 
means  copying  the  accession  entry,  it 
is  work  that  can  often  be  assigned  to 
the  apprentice  early  in  the  course. 

3.  Entering  withdrawal  numbers  on  shelf 

cards 

4.  Noting  date  and  cause  of  withdrawal 

in  accession  book 

5.  Stamping  books  "discarded" 

6.  Filing    shelf    cards,    after    withdrawal 

notes  have  been  made  upon  them,  in 
withdrawal  list 

Inventory 

Arrange  to  take  inventory  during  the 
apprentice's  time  of  service.  If  the  stafi"  is 
small,  her  assistance  will  be  welcome.  The 
work  will  be  excellent  drill  for  her,  since  it 
involves  the  use  ot  practically  all  the  library 


APPRENTICE  COVPSE  FOR  SMALL  LIBRARIES 


33 


7579 
8976 
8977 


Davis,  R.H. 

Soldiers  of  fortune. 


c   2     w   2978 
c   3 


o 


FIG.   19.— SAMPLE  TYPEWRITTEN  SHELF  CARD   FOR  FICTION.     ENTRY   OF 
SEVERAL  COPIES,  AND  WITHDRAWAL  NOTE  FOR  ONE 


^?.n 

Dq  w 

so-n 

D32 

.Soiith   /A-merica-n    rpptihl  ic.=i.           1^03-0^. 

2v, 

2.^ 

vl 

.'^0 

v2 

r  ^ 

LJ 

FIG.  20.— SAMPLE  HANDWRITTEN  SHELF  CARD  FOR  CLASS  BOOK,  SHOWING 
ENTRY  OF  SEVERAL  VOLUMES 


34                        APPRENTICE  COURSE  FOR  SMALL  LIBRARIES 

records  and  proves  the  need  of  care  and  In  carrying  on  the  work,  put  the  ap- 

accuracy  in  keeping  them.   The  apprentice  prentice   at   reading   the   shelf-list,   while 

will  also  learn  much  regarding  books  and  another  member  of  the  staff  looks  for  the 

classification.  books.   In  hunting  down  missing  books  the 

An  outline  of  the  routine  of  taking  in-  apprentice  can  help,   but  require  her  to 

ventory  has  been  printed  in  the  Wisconsin  bring  the  book  or  book  card  involved  to 

Library  Bulletin,  8:95-98  (May-June  1912)  be  checked  up. 
and  this  article  can  be  given  the  apprentice 
to  read. 


CHAPTER  X 


CARE  OF  BOOKS 


Proper  up-keep  of  the  library  must  at 
once  take  into  account  the  care  of  l)ooks 
and  this  work  will  take  much  time  on  the 
part  of  the  staff.  Insofaras  they  conlnliule 
towards  this,  the  mechanical  preparation  of 
books  and  directions  on  shelving  have 
already  been  emphasized  in  this  course. 
But  constant  attention  is  needed,  for 
nothing  more  quickly  spoils  the  appearance 
of  a  library  than  the  sight  of  volumes  on 
the  shelves  in  dilapidated  condition,  in 
dire  need  of  mending  or  rebinding.  The 
bad  efTect  of  allowing  books  to  circulate 
in  such  condition  must  not  be  ignored. 
Patrons  either  become  more  careless  in 
their  regard  for  library  books,  because  of 
the  example  set  them,  or  they  cease  to 
use  books  offered  in  such  unattractive 
form.  If  the  children  especially  are  to  be 
taught  proper  regard  for  books,  they  must 
not  see  the  library  neglectful  in  this  respect. 

Make  the  apprentice  understand  the 
importance  of  systematic  care  of  books. 
Some  suggestions  to  the  librarian  in  taking 
up  this  subject  with  the  apprentice  follow. 
These  may  be  given  the  apprentice  to  read 
or  brought  out  in  talks  with  her. 

Points  to  Consider  in  Repairing  Books 

1.  Examine  books  carefully  before  shelv- 
ing and  take  from  circulation  when  the 
first  signs  of  wear  appear. 

2.  Form  practice  of  glancing  through 
books  for  tears,  loose  leaves,  broken  joints, 
etc.,  when  discharging  and  slipping  books. 

3.  Place  books  in  poor  condition  upon  a 
designated  "mending  shelf"  at  the  de- 
livery desk  or  transfer  to  the  work  room. 

4.  Books  needing  repairs  fall  into  the 
following  classes.  (Have  illustrations  to 
show  when  giving  the  talk  to  the  appren- 
tice.) Shelves  in  work  room  should  be 
labeled  for  each  class  as  follows: 


For  binding — Books  with  weakened 
sewing  and  broken  backs.  Consider 
worth  of  the  book  and  cost  of  re- 
placing. Mend  sparingly  books  of 
permanent  value.  These  should  be 
rebound  as  soon  as  the  sewing  be- 
gins to  give  way.  Since  the  re- 
binding  will  wear  two  or  three  times 
as  long  as  the  original  binding,  it 
pays  to  send  to  the  binder  all  books 
in  constant  demand,  unless  they 
could  be  replaced  at  a  lower  cost  than 
the  price  of  rebinding  (usually 
obtainable  at  40c.  to  50c.). 

For  recasing — Books  that  have  be- 
come loosened  in  covers  but  with 
sewing  still  firm.  Many  books  of 
temporary  interest,  such  as  a  majority 
of  recent  novels,  can  be  repaired 
sufficiently  well  by  recasing  to  last 
as  long  as  the  demand  continues, 
without  requiring  rebinding. 

For  mending,  cleaning,  and  general 
repairs — Books  with  tears,  loose 
leaves,  pencil  marks,  etc.,  and  books 
needing  new  backs,  hinges,  and 
fresh  end  sheets. 
Do  not  attempt  to  mend  books  when 
the  sewing  has  loosened;  these  will 
be  rebound  or  discarded  according 
to  their  value. 

For  discarding — Take  badly  soiled 
and  much  worn  books  from  circu- 
lation. They  should  be  replaced  by 
fresh  copies,  if  sufficiently  popular, 
or  by  more  up-to-date  books  on  the 
subject. 

5.  Give  mending  prompt  attention. 

Judicious  mending  preserves  the  book. 
Serious  damage  often  results  if  repairs  are 
not  made  at  once.  Neglecting  to  tip  in  a 
loose  leaf  may  mean  a  book  ruined  by  loss 
of  the  page;  failure  to  strengthen  weakened 


36 


APPRENTICE  COURSE  FOR  SMALL  LIBRARIES 


joints  will  send  the  book  to  the  binderv' 
before  its  tinie. 

If  books  are  sent  out  in  poor  condition, 
it  is  difficult  to  place  the  blame  upon  the 
borrower  for  lack  of  care  and  unjustified 
mutilation,  while  they  are  in  his  hands. 

Books  needing  mending  are  apt  to  be  in 
most  constant  demand.  Do  not  keep  out  of 
circulation  any  longer  than  possible. 

Appearance  of  library  is  directly  afTected 
by  sight  of  books  out  of  repair.  Try  not  to 
let  work  pile  up,  since  a  work  room  over- 
flowing with  books  needing  mending  is 
discouraging. 


Instruction    to  Apprentice  in  Routine 
of  JMending 

1.  Explain  arrangement  of  work  room, 
which  should  have  shelving,  glass  topped 
table,  if  possible,  cupboard  for  supplies, 
and  necessary  tools,  all  kept  in  order. 

2.  Assign  apprentice  to  assist  with  the 
mending  for  weekly  periods,  soon  after  the 
course  is  begun.  Slight  mending,  such  as 
tears  and  loose  leaves  often  done  at  the 
loan  desk,  can  be  taught  during  the  first 
week. 

3.  Provide  apprentice  witn  pamphlet 
How  to  Care  for  Books  in  a  Library,  by  H. 
P.  Sawyer  (Democrat  Printing  Co.  10c. )• 
See  also  article  fiooA'  Repairing,  by  H.  R. 
Cochran,  Wisconsin  Library  Bulletin,  13: 
102-7  (April  1917). 

Require  that  the  descriptions  of  each 
process  be  studied  carefully. 

4.  Demonstrate  each  process,  explaining 
why  you  are  treating  the  books  in  this 
manner. 

5.  Take  up  in  turn  each  kind  of  mending 
and  give  apprentice  practice  in  it  until  she 
understands  how  to  do  the  work  well. 

6.  Continue  the  weekly  period  for  mend- 
ing throughout  the  apprentice  course,  that 
deftness  and  skill,  which  come  with  prac- 
tice, may  be  acquired. 

7.  Look  over  all  work  apprentice  does, 
calling  her  attention  tp  any  mistakes  made. 
Have  her  correct  those  and  give  her  hints 
that  will  help  her  to  improve.  The  following 
outline  may  be  suggestive  in  giving  instruc- 
tion. Much  more  time  should  be  spent, 
however,  than  this  schedule  allows. 


An  Outline  of  Four  Practice  Periods  in 

JMending    Given    Students    in    the 

Wisconsin  Library  School 

The  Madison  (^^'is.)  Free  Library  co- 
operates with  the  Library  School  in  pre- 
senting the  course  in  mending.  Practice  is 
done  under  supervision.  Each  period  con- 
sists of  two  and  one  half  hours.  Sub- 
jects considered  are  as  follows: 

1.  Tears;  tipping  loose  leaves;  sewing 
backs  and  loose  sections;  cloth  and 
paper  hinges. 

2.  Review  of  Lesson  1 ;  work  done  over  if 
wrong;  rebacking;  marking;  books  pre- 
pared for  recasing;  making  paste. 

3.  Recasing;  ottier  uses  of  glue  in  mend- 
ing, as  tightening  hinges. 

4.  End  papers;  side  papers;  practice  in 
sorting  books  for  kinds  of  mending, 
for  rebinding;  cleaning  books;  how  to 
make  scrap  books  from  worn-out 
picture  books. 


Binding  Routine 

Preparation  of  books  for  bindery 

Books  to  be  sent  to  the  bindery  should 
be  placed  upon  shelves  in  the  work 
room  labeled,  "For  binden,'." 
Binding  should  be  done  at  least  once  or 

twice  a  year. 
After  librarian  has  decided  what  books 
are  to  be  sent,  the  apprentice  can  be 
assigned  the  work  of  preparing  them. 

Directions  for  apprentice 

Collate  books  for  missing  pages  and  im- 
perfections (see  exi)lanation  on  collat- 
ing new  books,  p.  16). 

Erase  pencil  marks  and  stains  with  art 
gum. 

Collate  periodicals  with  special  care  for 
possible  mutilation  and  imperfections. 
Place  title  page  and  contents  in  front 
of  volume,  index  at  end,  unless  other- 
wise paged. 

Rei)()rt  all  books  witli  missing  pages  or 
other  imi)erfections  to  librarian,  who 
will  discard  much  soiled  or  mutilated 
books  and  any  with  narrow  margins. 

Remove  book  pockets  carefully  and  file 
alphabetically.   Make  binding  records. 


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In  back  unless  paged  to  go  J 
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Insert  stubs  for  missing  ° 
pa(fes.                                         =; 

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FIG.  '^1. 


-SAMPLE  BINDING  SLIPS,  SHOWING  HOW  TO  INDICATE  LETTERING  AND 
STYLE   OF  BINDING 


FIG.  22.— EXAMPLES  OF  BINDING.  SHOWING  DIFFERENT  STYLES  OF  LETTERING 


APPRENTICE  COURSE  FOR  SMALL  LIBRARIES 


37 


Binding  Records 

Binding  slips 

Fill  out  binding  slips  for  each  volume. 
See  Figure  21. 

Nole:  Printed  slips  may  be  purchased  from 
library  supply  firms,  or  blank  P  slips  are 
satisfactory  for  this  purpose.  They  should 
give  directions  to  binder  as  t"  the  kind  of 
i)inding  to  be  used  and  the  lettering  for  each 
panel  on  the  back  of  book.  Sainjile  slips 
should  be  kept  on  file  at  library  for  periodi- 
cal sets  and  copied  with  change  of  volume 
number  and  date,  when  each  volume  is 
ready  to  send,  so  that  binding  may  be  kept 
uniform.  A  method  is  suggested  in  the 
Wisconsin  Library  Bulletin,  8:198-200  (Dec. 
1912) 

Rules  for  lettering 

Observe  accuracy  in  spelling,  call  num- 
ber, division  of  words  -and  titles, 
l^emember  that  as  the  slip  is  made  out 
so  the  book  will  be  lettered  by  the 
binder.  See  Figure  22  for  illustrations 
of  lettering  on  rebound  books. 

Capitalize  important  words  in  titles. 

Use  Arabic  numerals. 

Panel  1 — Author's  surname;  both  sur- 
names of  joint  authors;  well  known 
pseudonyms  given  in  parenthesis  under 
real  name,  or,  if  entered  under  pseud- 
onym, real  name  in  parenthesis. 

Panel  2 — Brief  title,  usually  omitting 
initial  article;  give  several  titles  if  by 
one  author  and  bound  together;  main 
title  of  sets  or  annuals. 

Panel  3 — Series,  if  very  notable;  editor, 
or  translator  if  important;  brief  con- 
tents of  single  volume  for  specific  time 
or  subject;  place  and  date  of  meeting 
for  conferences;  author  and  title  of 
second  book,  if  two  are  bound  to- 
gether. 

Panel  4 — Volume  number  only,  omit 
abbreviation  v.  or  vol. 


Panel  5 — Call  number  fbinder  sometimes 
makes  a  slight  additirjnal  charge  for 
adding);  name  of  library  at  bottom. 

Lettering  for  periodicals,  see  Figure  21 
Panel2— Brief  title. 

Panel  4 — Volume,  year  anri  months; 
when  date  covers  two  years,  use  last 
two  figures  for  second  year.  Two 
series,  give  both  volume  numbers, 
thus: 

20 

New  series  10 

1898 

Jan — June 

Panel  5 — Name  of  library. 

Style  of  binding 

Indicate  style  and  color  of  binding  by 
underscoring  in  column  provided  on 
printed  slip  or  by  key  letters,  which 
stand  for  different  styles. 
Place  slip  in  each  volume.  Pack  for 
shipment. 

Records  when  books  are  sent 

Charge  on  book  cards  to  bindery;  filo 
book  cards  alphabetically,  convenient 
for  reference,  under  separate  guide  in 
charging  tray,  marked  "Bindery."  If 
not  sufficient  space  in  tray,  keep  in 
drawer  of  delivery  desk. 
Make  list  in  duplicate,  showing  number 
of  books  sent,  give  author's  surname, 
brief  title,  volume,  with  binder's  name 
and  date  sent  at  top.  One  copy  sent 
to  binder,  one  retained. 

Books  returned 

Check  up  with  duplicate  list. 
Compare  books  with  slips  for  lettering. 
Collate. 

Replace  pockets. 
Return  book  cards  to  pockets. 
Librarian  will  return  to  bindery  books 
needing  correction. 


CHAPTER  XI 


LOAN  WORK— PART  II 


Before  gi\'ing  the  following  instructions 
to  the  apprentice,  be  sure  that  she  has  at- 
tained accuracy  and  rapidity  in  the  use  of 
the  tools  described  in  Chapter  VIII,  Loan 
Work — Part  I.  She  should  know  from  the 
lessons  in  classification  and  shelving  the 
position  of  books  in  the  library,  and  from 
the  lessons  on  the  catalog  the  quickest 
way  to  reach  information  in  those  books. 
Now  she  is  prepared  for  work  with  people 
at  the  loan  desk,  and  should  be  able  to 
give  "prompt  and  thoughtful  service." 

Instructions  for  Apprentice 

Charging  Books 

Note:  As  the  apprentice  has  worked  with 
the  librarian  at  the  desk,  slipping  books,  ar- 
ranging book  cards,  filing  borrowers'  applica- 
tions and  cards,  she  has  had  opportunity  to 
watch  the  prompt  serving  of  borrowers,  charg- 
ing and  discharging  books,  and  registration  of 
borrowers.  First,  test  apprentice's  quickness 
in  finding  books  by  giving  her  some  requests  to 
fill.  Meantime,  have  her  observe  charging 
and  discharging,  and  then  practice  herself,  at 
first  under  your  observation,  later  independ- 
ently. Teach  her  to  wait  on  patrons  in  the  order 
that  they  come  to  the  charging  desk. 

Notice  borrower's  card  number  to  be  sure 
that  it  is  in  force,  and  borrower's  card 
to  see  that  there  are  no  uncancelled 
charges  of  books  that  should  be  re- 
turned. 

Copy  borrower's  card  number  in  next 
vacant  space  on  book  card,  accurately. 
Place  personal  initial  after  number  so 
that  mistakes  can  be  traced. 

Stamp  date  in  next  vacant  space  on 
1)  book  card,  2)  borrower's  card, 
3)  dating  slip.  If  "date  due"  stamp 
is  used,  be  sure  to  use  right  date,  14 
or  7  day,  as  need  may  be. 

Insert  borrower's  card  in  book  i)0cket, 
and  place  book  card  with  others  of 
current  dav's  circuhition. 


If  more  than  one  book  is  charged,  there 
must  be  a  date  stamped  on  the 
borrower's  card  for  each  book  taken. 
Fiction  is  usually  charged  on  the 
face  of  the  card,  beginning  at  top, 
and  non-fiction  on  verso,  beginning  at 
bottom.    See  Figure  23. 

Dates  must  be  stamped  straight  and  even 
on  all  cards,  or  space  is  wasted. 
See  Figure  11. 

In  charging  books  to  teachers,  in  addition 
to  above  processes,  copy  book  num- 
bers on  teacher's  card,  thus  making  a 
double  entry.   See  Figure  24. 


Discharging  Books 

WTien  dating  slip  is  used 

Compare  uncancelled  date  on  bor- 
rower's card  with  last  date  on  dating 
slip.  If  they  agree,  cancel  charge 
on  borrower's  card  by  stamping  date 
of  return  opposite  uncancelled  dale. 
This  is  the  borrower's  receipt  for 
return  of  book.  If  several  books 
are  returned  at  once,  be  sure  that 
charges  for  all  are  cancelled  on 
borrower's  card,  comparing  dates 
with  dating  slii)s  each  time.  It  is 
not  necessary  to  stamp  date  of  re- 
turn on  book  card. 

Return  borrower's  card  to  borrower, 
or  keep  for  him,  according  to  usage 
of  library. 

Place  books  discharged  in  pile  of 
books  to  be  sli])ped. 

In    discharging    books,    watch    dales 
for  "overdues."    A  book  more  than 
5  days  overdue  should  be  slipped  at 
once  while  borrower  waits. 
Wlien  dating  slip  is  not  used 

While  borrower  waits,  slip  book,  as 
dcsrril)od  on  p.  27-28. 

Cancel  borrower's  card  as  above. 


APPRENTICE  COURSE  FOR  SMALL  LIBRARIES 


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APPRENTICE  COURSE  FOR  SMALL  LIBRARIES 


41 


Place  book  in  pile  of  l)Ooks  to  he 
shelved  or  reserved,  as  case  may  be. 

If  book  is  returned  without  borrower's 
card,  fill  out  receij)!.  See  saniplQ 
p.  40.  Give  to  borrower  to  attach  to 
his  card,  or  attach  to  application 
card  kejit  in  library.  When  bor- 
rower's card  is  presented  with  this 
receipt,  it  is  cancelled  as  usual. 

Collection  of  Fines 

Note:     This     must     be     understood     by     the 
apprentice  in  discharging  books. 

Compute  number  of  days  overdue,  by 
comparing  date  on  borrower's  card 
with  current  date.  (Calendar  for 
year  should  be  kept  at  desk.)  A 
book  charged  on  Monday,  April 
19,  for  two  weeks,  is  one  day  overdue 
on  Tjjesday,  May  4. 

Compute  amount  of  fine.  If  fine  is  one 
cent  a  day  for  each  day  overdue 
including  vSundays  and  holiday's, 
amount  of  fine  is  equal  to  number  of 
days  overdue.  If  two  cents  a  day, 
multiply  by  two. 

If  book  is  more  than  5  days  overdue, 
slip  at  once,  as  fine  slip  is  marked 
with  notice  of  wrong  address,  con- 
tagious disease  (no  fine  charged), 
wrong  charge,  etc.,  and  correction 
can  be  made  only  at  this  time. 

Place  fine  in  cash  drawer,  and  enter 
amount  on  cash  slip  in  drawer,  in 
column  ruled  for  "fines."  In  making 
change,  form  habit  of  first  taking 
from  borrower  the  money  to  be 
changed  then  handing  him  the  change. 
Learn  to  make  change  properly  and 
quickly,  counting  up  from  the  amount 
taken,  not  subtracting. 

Example:  If  a  dollar  bill  is  taken  in  pay- 
ment of  a  7  cent  fine,  count  "8,  9, 
10,  15,  25,  50,  $1."  in  paying  back 
the  change. 

Registration  of  Borrowers 

Residents 

If  a  resident  of  the  city  wishes  a 
book,  have  him  fill  out  a  regular 
application  blank  with  full  name, 
address,  occupation,  business  ad- 
dress, date. 


Print  full  name,  inverted,  in  upper 
left  hand  corner  of  application. 
See  Figure  16. 

Look  up  name  in  alphabetical  file 
of  borro  vers  to  find  if  he  has 
registered  before,  or  if  there  are  any 
charges  for  unpaid  fines,  damages, 
or  long  overdue  books  noted  on  a 
possible  former  application. 

Look  up  name  in  city  directory;  if 
there,  he  is  entitled  to  a  card  at 
once.  If  not  there,  he  must  first  be 
identified  by  some  resident  or  some 
one  known  to  the  librarian,  or  must 
secure  a  reference  signature  on  his 
application  blank.  A  child's  aj)- 
plication  should  be  signed  by  one 
of  his  parents,  before  he  is  entitled 
to  a  card,  and  his  age  entered  on 
application. 

When  found  in  directory,  or  other- 
wise identified,  mark  application 
"O.K."  with  your  initials  in  lower 
right  hand  corner. 

Enter  borrower's  name  and  address 
in  next  vacant  line  in  registration 
book,  under  current  date. 

Copy  number  from  registration  book 
to  upper  right  hand  corner  of  aj)- 
plication,  and  to  borrower's  card, 
face  and  verso.  Fill  in  borrower's 
card  with  name  and  address  and 
date  of  expiration,  and  give  to 
borrower,  explaining  to  him  the 
number  of  books  he  may  take  at 
one  time,  and  the  length  of  time 
they  may  be  kept.  Explain  rules 
and  regulations  of  library  or  give 
printed  form  containing  them.  Place 
dale  of  expiration  on  application 
under  borrower's  number,  and  place 
application  with  others  issued  on 
current  day. 

Note:  Some  libraries  do  not  enter  new- 
borrowers  in  registration  records  at  once, 
instead  issue  temporary  cards  with  name 
and  address,  but  no  registration  number, 
for  use  until  number  is  assigned  and  per- 
manent card  made  out  the  following 
morning. 

Transients 

Charge  §2  if  a  transient  in  the  city 
wishes  a  book  for  use  outside  the 
library  (covers  cost  of  ordinary' 
book). 


42 


APPRENTICE  COURSE  FOR  SMALL  LIBRARIES 


Give  receipt  for  money,  which  is 
refunded  when  book  is  returned. 
Use  ordinarj^  receipt  book. 

Place  money  in  cash  drawer,  with 
slip  bearing  amount,  name  and 
address  of  transient. 

Have  applicant  make  out  application 
card;  mark  it  "Transient." 

Make  out  temporary  card  for  ap- 
plicant, bearing  name  and  address; 
mark  it  "Transient;"  charge  book 
as  usual,  using  name  and  address 
instead  of  number. 


Rental  Books 

\ole:  Borrower  need  not  use  regular  card 
for  rental  book;  no  card  is  needed. 

Charging 

Write  borrower's  name  and  address 
on  book  card. 

Stamp  date  (7  day  stamp  if  "date 
due"  is  used)  on  dating  slip  and 
book  card. 

On  book  card  and  on  dating  slip, 
enter  word  "Pd"  or  "Coll."  after 
date  to  indicate  whether  rent  is  paid 
or  to  be  collected  on  return  of  book. 

When  paid,  place  money  in  cash 
drawer,  and  enter  amount  on 
cash  slip  in  column  ruled  for  "rent." 

Discharging 

Look  at  dating  slip  to  see  if  paid. 
If  marked  "Pd,"  put  with  books  to 
be  slipped;  if  marked  "Coll."  collect' 
charge  and  enter  in  cash  as  above. 

Loan  Records 

Note:  The  following  records  can  be  made  out 
by  the  apprentice  and  submitted  to  the  libra- 
rian for  revision  and  correction. 

Cash.    At  end  of  day's  work,  take  money 
and  cash  slip  from  cash  drawer,  and 
add    "fines"     and     "rent"     columns 
separately. 
Compare  total  with  amount  of  money 

in  driiwer. 
Enter  items  in  columns  of  cash  book 

under  current  diitc. 
Turn    money    over    to    lihrarijin,    al- 
ways leaving  SI  in  small  change  in 
drawer. 


Statistics    sheets.       Circulation    statistics 

must   be   counted   at   night   or   first 

thing  in  morning. 

Sort  book  cards,  fiction,  non-fiction, 
and  juvenile  apart,  then  by  classes. 

Count  number  of  book  cards  in  each 
class. 

Add  adult  and  juvenile  circulation 
separately  and  total.  After  revision 
by  librarian,  copy  into  circulation 
statistics  book. 

At  end  of  week,  add  amounts  in  each 
class;  total  of  these  "class"  totals  and 
of  daily  totals  must  agree.  If  cor- 
rect, enter  the  weekly  summary  and 
totals  in  red  in  circulation  book. 

At  end  of  month,  add  weekly  sum- 
maries.  Enter  in  red. 

If  library  is  open  less  than  six  days 
a  week,  use  every  column  in  circu- 
lation book,  redating  at  head  of 
page.    See  Figure  25. 

Reserve  Notice  Postals 

Note:  A  borrower  should  be  able  to  have  a 
book  reserved  for  his  use,  if  it  is  out  in  circula- 
tion. This  is  done  by  having  at  the  library 
post  cards,  which  he  may  buy  for  two  cents, 
fill  out,  and  leave  at  the  library  to  be  sent  him 
when  the  book  comes  in. 

Look  up  class  number  of  book  to  be 
reserved,  filling  in  on  post  card. 

Search  for  book  card  in  charging  tray, 
attaching  clip  to  it  when  found. 

File  post  card  with  others  waiting  to 
be  sent,  filing  by  class  number. 

As  books  are  returned,  if  book  cards 
hold  clips,  they  should  be  placed  on 
shelf  marked  "For  reserve."  Look 
up  post  cards  for  these  books,  fill 
out  and  mail,  placing  in  each  book  a 
slip  with  name  of  person  for  whom 
it  is  reserved  and  last  day  of  reserva- 
tion. Book  to  be  placed  on  reserve 
shelf. 

Each  day  take  from  shelf  all  books  on 
which  time  of  reservation  is  ui»,  re- 
move clips  from  book  cards  and  re- 
turn books  to  regular  shelves. 

Lost  Cards 

Application  for  new  card 

Take  luimc  anfl  address  of  borrower 
on  P  sli|),  wilh  dale. 


APPRENTICE  COURSE  FOR  SMALL  LIBRARIES 


43 


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FIG.  25.— CIRCULATION  STATISTICS  SHEET  OF  LIBRARY  OPEN  THREE  DAYS  A 
WEEK.  NOTE  USE  OF  EVEF.Y  COLUMN.  WEEKLY  SUMMARIES  (COL- 
UMNS WITH  "S"  AT  HEAD)  AND  MONTHLY  SUMMARY  ARE  ENTERED 
IN   RED   INK 


44 


APPRENTICE  COURSE  FOR  SMALL  LIBRARIES 


Look  up  card  in  file  of  borrowers' 
cards  at  library. 

Look  up  application  card  of  bor- 
rower to  be  sure  it  is  still  in  force 
and  holds  no  record  of  book  lost 
or  unpaid  fine.  Copy  borrower's 
card  number  on  slip. 

File  with  other  slips  of  "duplicate 
cards  to  be  issued,"  if  not  issued  at 
once,  or  attach  to  application. 

Note:  Some  libraries  issue  duplicates  im- 
mediately on  payment  of  five  or  ten  cents; 
others  require  a  delay  of  two  weeks. 

Issuing  duplicate  cards 

Look  up  borrower  in  file  of  "du- 
plicate cards  to  be  issued." 

If  required  time  has  expired,  get 
borrower's  application  from  file. 

Make  out  borrower's  card,  using 
old  card  number  and  date  of  ex- 
piration. Mark  card  "Dup.  " 
Change  address  if  necessary. 


On  back  of  application,  enter  "Dupli- 
cate card  issued"  with  date. 

Place  slip  with  other  slips  of  du- 
plicates issued,  to  be  counted  at 
end  of  month. 

Re-registration 

Assign  for  careful  reading  the  article 
on  Re-registration,  by  Maud  van 
Buren,  Public  Libraries,  18:  229-30 
(June  1913)  also  in  Wisconsin  Li- 
brary Bulletin,  9:14-15  (Jan.-Feb. 
1913). 

Teach  apprentice  to  pull  applications 
from  alphabetical  file  of  borrow- 
ers' applications,  and  borrowers'  cards 
from  file  at  library,  according  to 
this  article. 

Re-alphabeting  and  re-filing  suggested 
in  this  article  can  be  done  by 
apprentice. 


CHAPTER  XII 


CATALOGING  AND  CLASSIFICATION 


That  the  apprentice  can  be  of  much 
actual  assistance  to  the  library  in  the  prac- 
tice work  she  may  do  in  cataloging  and 
chissification  is  doubtful.  Do  not  plan  to 
leach  in  detail  processes  that  involve  so 
much  instruction  and  revision.  Unless 
the  course  is  organized  with  a  special 
instructor  in  charge,  little  is  usually 
attempted  beyond  instruction  in  the  use 
of  the  catalog.  An  earlier  lesson  covered 
this  topic  and  was  designed  to  give  a  slight 
familiarity  with  cataloging  terms  and 
kinds  of  cards.  See  Chapter  VII.  Attend- 
ance at  a  library  school  should  be  ad- 
vised for  those  wishing  the  detailed 
training. 

Much  depends  upon  the  individual 
apprentice.  Experience  has  shown  that, 
with  a  little  instruction  and  with  samples 
to  follow,  an  apprentice  who  does  neat  and 
careful  record  work,  can  learn  to  make 
cards  for  fiction  and  even  write  added 
entry  cards  for  class  books,  where  the 
author  card  and  subject  headings  have 
been  determined.  But  unless  her  work  is 
usable,  it  will  be  a  waste  of  time  to  assign 
such  practice.  Emphasis  should  be  laid 
upon  the  necessity  for  absolute  accuracy 
and  exactness.  Nothing  offers  better 
discipline  in  these  quahties  than  does 
cataloging. 

Lesson     1. — Simple       Directions       for 

Making  Author  and  Title  Cards 

for  Fiction 


Indentions 


Explain  the  indentions  for  call  number, 
author  and  title. 

Cards  ruled  for  pen  work,  with  two  vertical 
lines  to  show  1st  and  2d  indentions 
should  be  used  at  first.   See  Figure  26, 


For  typewritten  work,  the  following  inden- 
tions  arc   used    in  the  Wisconsin  Li- 
brary School: 
Call  number  at  1 
Author's  name  at  8,  succeeding  lines 

at  13 
Title  at  11  for  first  line,  succeeding 
fines  at  8. 
If  the  typewriter  has  attachment  for  tabu- 
lating, the  stops  on  the  gage  can  be  set 
at  these  numbers  and  the  shifting  done 
mechanically. 

Author  Card 

Call  number,  if  used,  in  red  ink,  close  to 
left  margin. 

Author's  name,  given  in  full.  Look  up  in 
catalog  to  find  the  proper  form.  If 
not  used  before,  consult  aids  in  library 
for  finding  full  names.  Write  on  top 
line,  1st  indention;  succeeding  lines 
2  spaces  after  2d  indention.  Surname 
given  first,  followed  by  forenames. 

Title  written  on  line  below  author's  name 
at  2d  indention,  with  succeeding  lines 
at  1st  indention. 

Number  of  volumes,  if  more  than  one.  added 
1  centimeter  or  3  spaces  on  typewriter 
after  end  of  title. 

Use  capital  letters  only  for  proper  names 
and  first  word  of  title. 

See  Figure  26  showing  a  sample  author  card 
for  book  of  fiction. 

Title  Card 

Title  written  on  top  line,  2d  indention, 
succeeding  lines  2  spaces  after  2d 
indention.  Number  of  volumes  as  on 
author  card. 

Author's  name  on  line  below  title,  1st 
indention.  Use  surname,  followed  by 
forename  if  only  one;  by  initials,  if 
more  than  one. 

See  Figure  27  showing  a  sample  title  card. 


46 


APPRENTICE  COURSE  FOR  SMALL  LIBRARIES 


Tracing 

Purpose  has  been  learned  through  practice 
in  withdrawing  cards  from  catalog. 

Place  abbreviation  /  on  back  of  author 
card  to  indicate  that  a  title  card  has 
been  made.     See  Figure  28. 

Practice  Work 

Let  apprentice  write  cards  for  fiction. 
Full  names  should  be  supplied  at  first. 
Revise,  explaining  mistakes  or  points  that 

may  arise,  require  rewriting  of  cards 

if  necessarv. 


Imprint,  3  spaces  after  edition  or  title  as 
the  case  may  be.  Consists  of  place, 
publisher's  surname,  and  date  of 
publication  or  date  of  copyright,  if 
former  not  given.  Place  of  publica- 
tion may  be  omitted,  where  publisher 
is  well  known. 

Collation,  3  spaces  after  imprint.  Give 
number  of  volumes  if  more  than  one, 
illus.  por.  pi.  maps,  diagr.  tables. 

Series,  if  known,  3  spaces  after  collation. 

Contents  and  notes.  Omit  a  line  below 
other    data    on    card.       Begin    at   2d 


Xt\'s±.Scx_^^^^    S.V\^^  \V\^n 


\\\tiJ\h  \h\\irr\?r\U 2m^ 


^<yn   \i\]\irr\ 


FIG.  26.— SAMPLE  OF  HANDWRITTEN  AUTHOR  CARD  FOR  BOOK  OF  FICTION,  SHOW 
ING   PROPER   INDENTION   FOR  AUTHORS   NAME   AND   TITLE 


^'rt 

3^    ^.u\. 

FIG. 


-SAMPLE   OF   IIANDWHIT'lEN   TITLE   CARD    SIlOWINCi    INDENTIONS    AND 
ABBREVIATED   FORM   OF  AUTHOR'S  NAME 


Lesson  2. — Simple  Directions  for 
Making  Cards   for   Non-Fiction 

Note:     This  lesson   is   not   to   be   given    until 
apprentice  is  expert  in  muking  cards  for  fiction. 

Author  Card 

Call  number,  author's  name  and  lillo,  same 
position  and  indentions  as  for  fiction. 

Edition  follows  3  spaces  after  title.  Abbre- 
viate. 


indention,  succeeding  linos  at  1st.   Use 
extension  cards  if  necessary. 
See  Figure  29. 

Subject  Card 

Explain  how  A.  L.  A.  List  of  Subject  Ilrad- 
inf/s  is  used  in  determining  best  form 
of  heading  to  sel(>ct,  c.  g.  Ai/rirulliire 
is  preferred  to  Fanning  as  a  lieading. 


APPRENTICE  COURSE  FOR  SMALL  LIBRARIES  47 

Write  heading  seleclcd,  in  red  ink,  on  loj)       Subject  heading  and  aulhor's  name  enleicd 

Hne,  2d  indention.  as  on  suljject  card. 

Author's  name  as  on  lillc  card  in  al;ijre-  ,     ,  ,, 

•   ,    ,  r  1  lUe  ol  i)ook,  followed  l)y  date,  hne  be  o\v 

viatcd  lorm.  ,  ^  > 

author  s  name. 

Paf^in',',     if    JMiok    is    paged     continuously 


Copy  other  data  exactly  as  given  0:1  auliior 
card. 


t 

3  Authors 

a  s  Cornwall,  Barry,    pseud, 

a  3  Dickens,  Charles 

a  3  Hawthorne,  Nathaniel 

a  s  Mitford,  M,  R, 

a  3  Thackeray,  W.M, 

a  3  Wordsworth,  William 


FIG.  28. — SAMPLE  OF  THF  VERSO  OF  AX  AUTilOH  CAKl).  SlKAVEXCi   JKAV  TRACENG 
FOR  TITLE,   SUBJECTS  AND   ANALYTICS   IS   ARRANGED 


630   Bailey,  Liberty  Hyde,    ed. 

B15      Principles  of  agriculture:  a  text-book 

for  schools  and  rural  societies.    8th  ed. 

Macniillan,1903.    Illus.    (Rural  science 

series) 

With  chapters  by  J.W.Spencer,  L. A. Clin- 
ton, G.W.  Cavanaugh,  B.M.Duggan,  I.P.Rob- 
erts, James  Law,  and  H.H.  Wing. 

FIG.    20.— SAMPLE   AUTHOR   CARD,   TYPEWRITTEN,    FOR   BOOK    OF   NON-FICTION. 
SHOWING    HOW    EDITION,    IMPRINT,    COLLATION,    SERIES    AND    NOTES    ARE 
GIVEN.      NOTE   SPACING  AND   INDENTION.      CALL  NUMBER 
IS   WRITTEN    IN    RED 

See  Figure  30,  showing  sample  of  a  subject  throughout,  in  margin,  3d  hne  below 

card  for  the  book  cataloged  in  Figure  call  number. 

29. 

See  Figure  31  showing  sample  for  a  short 

Subject  Analytic  Card  form  analytic. 

Explain  value  of  making  cards  for  chapters      If  title  of  the  chapter  adds  any  information 
and  sections  of  books.  about  the  scope  of  treatment,  give  it 


48 


APPRENTICE  COURSE  FOR  SMALL  LIBRARIES 


also.       See    Figures    32,    33,    showing 
samples  of  long  form  analytics. 

Tracing 

Show  how  each  additional  card  is  traced 

on  the  author  card. 
See  Figure  28. 


famiharity  with  the  classification.  She  is 
able  to  find  a  book  when  it  is  classified,  but 
she  has  had  no  practice  in  the  converse, 
namely,  in  assigning  the  classification 
number  to  the  book. 

To  give  a  little  experience  in  this  part  of 
the  work  is  easily  possible  by  allowing  the 
apprentice  to  practice  upon  an  order  of 


630      Agriculture 
B15   Bailey,  L.H.    ed. 

Principles  of  agriculture:  a  text-book 

for  schools  and  rural  societies.    8tli  ed. 

Macinillan,l903«    Illus.    (Rural  science 

series) 

With  chapters  by  J.W.Spencer,  L.A.Clin- 
ton, G.W.  Cavanaugh,  B.M.  Duggan,  I.P.Rob- 
erts, James  Law,  and  H.H.  Wing. 

FIG    30— SAMPLE  SUBJECT  CARD.  SHOWING  SUBJECT  HEADING,  AUTHOR'S  NAME 
ABBREVIATED,  OTHER  DATA  AS  ON  CORRESPONDING  AUTHOR  CARD,  FIG.  29. 
NOTE:   CALL  NUMBER   AND    HEADING   WOULD   APPEAR   IN    RED 
INK   WHE.N    NL\DE   IN   THE   LIBRARY 


820 

F46 


Hawthorne,  Nathaniel 
Fields,  J.T. 

Yesterdays  with  authors. 


£^1899, 


page 
41-124 

FIG.  31.— SAMPLE  SUBJECT  ANALYTIC  CARD,  IN  SHORT  FORM.    NOTE  INDENTIONS 

AND   DATA   GIVEN;      CALL   NUMBEIi   AND   PAGING  TO   BE   WRITTEN 

IN    RED.      SIMILAR   CARDS   WOULD    BE   .\L\DE   FOR   OTHER 

CHAPTERS   IN   THE   BOOK 


Practice  Work 

Give  apprentice  samples  of  each  kind  of 
card  to  copy  for  practice. 

Let  her  try  writing  added  entry  cards, 
after  the  author  card  and  subject  head- 
ings have  been  assigned. 

Revise  all  work. 

Lessons  on   filassifiration  and  Assign- 
ing IJook  Numbers 

Through  practice  in  shelving  and  filing 
book  cards,    llic,  api)rcnticc  has  gained  a 


new  books.  Explanation  of  "building 
numbers"  should  be  given,  see  introduction 
to  Decimal  Classification,  p.  29,  and  brief 
rules  for  assigning  book  numbers  from 
Cutter's  Author  Tables. 

Since  this  work  will  not  be  of  material 
assistance  to  the  librarian,  practice  should 
be  done  in  the  apprentice's  own  time  and 
may  be  ojitional. 

Rules  for  Assigning  Book  Numbers 

1.  Find  the  first  few  letters  of  the  author's 
name  in  the  Cutter  tabic.    I'se  two  of 


APPRENTICE  COURSE  FOR  SMALL  LIBRARIES 


49 


the  fii»iires  follow! ni?,  addintj  them  to 
the  iniliai  to  form  the  Book  number, 
e.  g.  Baldwin,  B19. 

2.  For  names  he,L;inniiit»  A,  K,  I,  O,  U,  and 

S,  use  the  first  two  letters  of  the  au- 
thor's name  instead  of  initials  only. 
and  one  figure;  and  for  names  begin- 
ning with  Sc,  three  letters  and  one 
figure;  e.  g.  Addams,  Ad2,  Sehiller, 
Sch3. 

3.  Q,    X,   Y,    Z,    use   one   letter   and   one 

figure,  e.  g.  Young,  YS. 


Edwin  Drood,  D55e.  This  letter  is 
called  a  work  mark. 
For  two  or  more  titles  with  the  same 
initial  letter,  use  first  letter  alone  for 
the  title  first  in  alj)habelic  order,  and 
two  or  more  initials  as  needed  for  the 
others. 

Cooper  l^ath finder    C78  p 
Pilot  C78  pi 

Pioneers        C78  pio 

Prairie  C78  pr 

Precaution    C78  jjre 


824       West,  The  -  History 
Ir83   Irving,  Washington 

Tour  of  the  prairies, 
book,    tl8l9j  ) 


(in  his  Sketch 


FIG.  32.— SAMPLE  SUBJECT  ANALYTIC  CARD,  IN  LONG  FORM,  FOR  BOOK  CONTAIN- 
ING SEVERAL  WORKS   OF  AN   AUTHOR.      NOTE   PHRASING 
USED;   PAGING   OMITTED,   SINCE   EACH   PART   IS 
SEPARATELY   PAGED 


826 
H32 

Lincoln, 
Hay,  John 

Lincoln 
Addresses, 

Abraham 

as  lawyer, 
1906) 

(in 

Hay, 

John. 

page 
30-107 

FIG.  33.— SAMPLE  SUBJECT  ANALYTIC  CARD,   IN  LONG  FORM,  GIVING  TITLE  OF 
CHAPTER   ANALYZED.      TO   AVOID   AMBIGUITY  THE  AUTHOR'S 
NAME  IS   REPEATED,   INSTEAD   OF  USING  THE   PRO- 
NOUN  -HIS" 


4.  If  the  first  letters  of  the  name  do  not 

occur  in  the  table,  take  the  letters 
next  previous  in  the  alphabetical 
order. 

5.  If  a  number  has  been  used  for  another 

author  in  the  same  class,  or  the  appli- 
cation of  the  above  rules  does  not 
result  in  individual  numbers  for  books 
in  same  class;  annex  another  figure  so 
as  to  put  the  name  in  alphabetical 
order  in  relation  to  names  already 
used.  Avoid  using  1  as  this  prevents 
further  insertions.  Barr,  B27,  Bar- 
rie,  B276. 

6.  Distinguish  books  by  the  same  author 

in  the  same  class  by  adding  in  small 
print  initial  of  catch  title  to  book 
number;    e.    g.    Dickens,    History    of 


Churchill  Celebrity  C47  c 

Crisis        C17  cr 

Crossing  C17  cro 

Coniston  C 17  co 

7.  For  biography,  use  initial  of  person 
written  about  rather  than  author's 
name  to  keep  material  concerning  one 
person  together  on  the  shelves. 
When  there  are  two  or  more  biographies 
of  the  same  person,  distinguish  by 
adding  initial  of  biographer,  as  a  work 
mark,  to  the  book  number. 

Required  Reading  on  Cataloging 

Hitchler,  Theresa.     Cataloging  for  small 
libraries.    A.  L.  A.  Pub.  board.    $1.25 

Chapter  2.     General  principles. 


CHAPTER  XIII 


REFERENCE  WORK 


In  no  other  direction  does  the  previous 
education,  especially  college  training,  and 
the  mental  ability  of  the  apprentice  count 
more  than  in  reference  work.  The  amount 
and  character  of  the  instruction  given  in 
the  course  will  depend  entirely  upon  the 
individual.  Any  one  who  could  qualify  as 
a  library  apprentice  has  surely  used  refer- 
ence books  for  herself,  though  it  may  have 
been  in  a  fumbling,  haphazard  fashion, 
without  knowing  the  full  scope  of  the  books. 

The  instruction  given  in  the  course 
should  attempt  to  teach  how  to  handle 
books  through  theirmethod  of  arrangement, 
cross  references,  indexes;  the  use  of  period- 
ical indexes;  and  the  method  and  scope  of 
the  more  important  reference  books.  This 
instruction  is  best  given  by  practice  in 
handling  each  book  for  actual  questions. 

When  the  explanation  of  the  classifi- 
cation is  given,  attention  should  be  directed 
to  the  reference  collection,  that  the  appren- 
tice may  know,  when  asked  by  patrons, 
where  to  find  the  encyclopedias,  books  of 
quotation,  atlases,  etc.  After  the  first 
month  of  the  course,  formal  instruction, 
with  practice  work  in  the  use  of  the  re- 
ference collection,  can  be  begun.  But  not 
until  toward  the  end  of  the  course  can  she  be 
entrusted  to  do  actual  reference  work;  even 
then  her  help  can  never  be  of  material  as- 
sistance to  the  librarian,  since  nearly  as 
much  time  must  be  spent  in  checking  it  up 
as  would  have  been  required  to  have  done 
it  in  the  first  place. 

As  soon  as  the  apprentice  is  scheduled 
for  work  at  the  loan  desk,  reference  ques- 
tions will  be  asked  her  by  the  public.  Sujjcr- 
vision  must  be  exercised  to  see  that  patrons 
are  satisfied  by  the  answers  she  finds. 
Require  apprentice,  when  working  alone, 
to  report  questions  asked,  answers  given. 


and  name  of  patron,  so  that  any  oversight 
on  her  part  can  be  rectified.  Caution 
apprentice  against  turning  patrons  away 
unanswered.  If  she  is  unable  to  give  the 
help  needed,  she  should  promise  to  have 
the  material  found,  if  patron  will  call  again. 
Impress  apprentice  with  the  responsibility 
of  giving  the  utmost  service  possible  in 
every  case.  OfTer  to  notify  patron  by 
telephone,  if  additional  material  should 
be  found  after  he  leaves. 

General  Suggestions  for  Work  in 
Reference  Room* 

Rules  to  be  emphasized  with  the  appren- 
tice when  practice  in  reference  work  is 
begun. 

1.  Try  first,  without  seeming  inquisi- 
tive, to  learn  definitely  what  the  reader 
wants.  If  the  subject  is  large,  try  to  find 
if  he  really  wants  to  cover  the  entire  field  or 
some  special  phase,  period,  or  subdivision 
of  it;  whether  an  encyclopedic  account, 
or  more  exhaustive  treatise  is  desired. 

2.  In  case  of  doubt  as  to  the  kind  of 
material  the  reader  wants,  give  preference 
to  elementary  and  popular  treatises,  sug- 
gesting that  more  comprehensive  and  scien- 
tific works  are  available  if  desired. 

3.  If  the  reader  is  in  a  hurry,  find  some- 
thing in  a  reference  book  if  possible  and 
tell  him  you  will  get  him  more  material  in 
a  few  minutes.  If  nothing  can  be  found 
in  reference  books,  consult  the  shelves  in 
the  class  most  related  to  the  subject  de- 
sired. Do  not  wait  until  you  have  ex- 
hausted indexes  and  catalogs  before  pro- 
viding your  reader  with  a  book,  lie  may 
be  impatient  and  leave. 

4.  If  you  have  no  adequate  conception 
of  the  subject  asked  for,  consult  a  ready 
reference  book  yourself. 

♦Adiiplcd  from  sLcncil  prepared  by  Elva  L.  Bascom  on  Work  in  New  York  State  Library  Reading 
Room. 


APPRENTICE  COURSE  FOR  SMALL  LIBRARIES 


5.  Never  tell  a  patron  off  hand  tliat  you 
have  not  what  he  wants. 

6.  If  the  books  you  find  do  not  sccni  to 
cover  the  reader's  needs,  but  he  wishes  to 
look  them  over,  ask  if  you  shall  look 
further,  or,  if  you  are  busy  with  other 
readers,  tell  him  to  ask  again  if  he  does  not 
find  what  he  wants. 

7.  If  you  send  anyone  to  the  card  cata- 
log, watch  without  being  ofhcious,  to 
see  that  he  knows  how  to  use  it  intelligent- 
ly. Otherwise  it  means  a  waste  of  his  time 
and  perhaps  yours. 

8.  Do  not  make  a  practice  of  doing 
everijthing  for  a  reader.  The  average  reader 
should  be  allowed  to  use  tables  of  contents 
and  indexes  himself.  Students  usually 
prefer  to  consult  the  periodical  indexes 
themselves,  and  are  grateful  for  being 
introduced  to  them.  In  case  of  other 
readers,  judge  from  the  character  of  reader 
or  question,  whether  or  not  he  is  competent 
to  use  indexes.  Some  think  indexes  a  bore, 
others  find  them  puzzling  and  do  not  want 
you  to  know  it. 

9.  If  a  question  by  its  nature  promises  a 
good  deal  of  research  or  looks  hopeless, 
such  as  identifying  a  part  of  a  poem  or 
finding  some  obscure  name,  make  a  note  of 
it  and  ask  your  patron  to  return  in  a  day  or 
two. 

10.  However  trivial  or  impossible  a 
request  may  be,  treat  it  with  consideration. 

11.  Be  over  obliging,  even  permitting 
yourself  to  be  imposed  on  rather  than  risk 
letting  readers  go  away  dissatisfied,  to 
grumble  about  the  library  service. 

12.  A  good  rule.  When  a  lull  comes,  think 
over  what  you  have  done  for  each  reader. 
Sometimes  you  will  find  that  in  your  hurry 
you  have  overlooked  something  better 
than  the  material  you  gave  a  reader.  If 
so,  get  it  and  frankly  confess  you  have 
improved  on  yourself. 


Aids  in  Teacliing  Reference  Work 

Gilson,  M.  L.   Course  of  study  for  normal 
school  pupils  on  the  use  of  the  library. 

Chapters  on  The   parts  of  a  book,   Magazine 
indexes.  Reference  books. 


Fay,  L.  E.  &  Eaton,  A.  T.  Use  of  books 
and  libraries. 

Chapters  on  The  physical  hook.  General 
reference  books.  Special  reference  books. 
Magazine  indexes. 

Krocfjcr,  A.  B.  (iuide  to  the  study  and 
use  of  reference  books.  3d  ed.  revised 
by  I.  G.  Mudge.  A.  L.  A.  Publishing 
board.     S2.50. 

Ward,  G.  O.  Practical  use  of  books  and 
libraries. 

Chapters  on  Printed  parts  of  a  book.  Reference 
books,  Magazines. 

Western  Massachusetts  Library  Club. 

Outline  of  an  hour's  exercise  on  how 
to  use  the  library.  Wisconsin  Library 
Bulletin,  11:106-8  (April  lOloj 

Wisconsin — Public    Instruction    Dept. 

Lessons  on  the  use  of  the  school 
library. 

Designed  for  the  teacher's  use,  but  equally 
helpful  to  the  librarian. 


Lesson  I. — Parts  of  a  Book 

The  librarian  should  define  and  show 
illustrations  of  each  part  in  the  make-up  of 
a  book.  Ask  the  apprentice  to  find  other 
examples.-  In  preparing  talk  and  assign- 
ing lessons  see  chapters  in  the  books  listed 
above  under  Aids  in  Teaching  Reference 
Work. 

End  papers 

Title  page 

Copyright  date 

Dedication 

Table  of  contents 

List  of  illustrations  and  maps 
frontispiece 
full  page  illustrations 
insets 
half-tone 
engraving 

Introduction  and  preface 

Text 

Appendix 

Glossary 

Notes 

Bibliography 

Index 


52 


APPREXTICE  COURSE  FOR  SMALL  LIBRARIES 


Lessons  2-5. — How  to  Handle  Books 

In  assigning  reference  books  for  study, 
require  the  reading  of  the  introduction  or 
preface,  and  the  examination  of  the  book 
for  its  scope,  through  table  of  contents  or 
otherwise.  Explain  the  meaning  of  scope, 
the  value  of  arrangement,  limitations  of 
date,  and  any  supplements  designed  to 
keep  the  work  up  to  date.  Emphasize  the 
importance  and  use  of  the  index. 

Indexes  and  their  Use 

An  index  is  an  alphabetical  list  of  the 
subjects  treated  in  the  book,  with  the 
number  of  the  pages  on  which  mentioned. 
It  is  the  key  to  the  book. 

Some  books  are  self-indexing,  because 
arranged  in  alphabetical  order  under 
subject,  e.  g.  New  International  Encyclo- 
paedia. 

Illustrate  reference  use  that  shelf  books 
can  be  made  to  furnish  through  their  in- 
dexes,— that  frequently  a  fact  is  wanted, 
when  the  book  will  not  be  read  through. 

Examples  of  Indexes 

Direct  attention  to  the  points  illustrated 
in  the  examples  quoted  below  for  instance 
use  of  italics  to  show  book  titles;  pronun- 
ciation given  in  Guerber's  Legends,  an  un- 
common feature;  citation  for  work  in  two 
volumes;  use  of  specific  entry;  abbrevia- 
tions employed,  etc. 

Extracts  from  index  in  Earle's  Child  Life 
in  Colonial  Days. 

Girls,  schools  for,  90  e(  see/.:  in  England,  91; 
school-hours  for,  9^;  price  of  schooling  for, 
96;  education  in  New  York,  94,  9");  educa- 
tion in  Providence,  R.  I.,  95;  education  in 
Salem,  Mass.,  95;  discipline  of,  in  England 
192,  et  seq. 

Glass-painting,  322. 

Go-cart,  23-24. 

Goldsmith,  Oliver,  quoted,  72;  children's  books 
by,  267,  270,  273,  287;  love  of  catches,  287. 

Good  Child's  Liltlc  Hymn  Honk,  257. 

Goodrich,  S.  G.    Sec  I'clcr  Parley. 

Goodu  Two  Shoes,  authorship  of,  270;  title-page 
of.  270-271;  chapter  from.  271-272; 
(Iharles  Lamb  on,  298. 

Extracts  from  index  in  Guerber's  Legends 

of  the  Middle  Ages. 
An-Gi;b-Va'del.    Mafiic  sword,  247;    Thorstcn 
receives,  249;  Frithiof  inherits,  253. 


An'ton.      See  Hector. 

Ant'werp.    Marriage  of  Else  and  Lohengrin  at, 

203. 
An'zi-us.       Emperor    of    Constantinople,    100. 
A-pol'lo.    Marsile  worships,  144. 
A-pu'li-a.    Part  of  Rother's  kingdom,  89. 
A-qui-taine'.      Walther,  son  of    duke  of,   124; 

Brutus  coasts  along,  308. 
Ar'abs.      Huon   defeats  a   band  of,   166;  Spain 

under  the,  282. 
Ar'a-gon.     Calahorra  cause  of  quarrel  in,  286; 

Don  Ramiro  of.  286,  289. 
Ardennes  (ar-den')-    Quest  for  robber  knight  of 

the,   134;  Anymon's  sons  take  refuge  in, 

160. 

Extracts  from  index  in  Fiske's  American 
Revolution. 

Lafayette,  Marquis  de,  i.  241;  asked  to  go  to 
Canada,  ii.  43;  meets  Gates  at  dinner  at 
York,  ii.  44;  rides  to  Boston,  ii.  78;  visit  to 
France,  ii.  202;  gets  troops  for  America, 
ii.  203;  and  Washington,  ii.  225;  suggests 
that  Andre  be  exchanged  for  Arnold,  ii. 
231;  on  the  military  commision  to  judge 
Andre,  ii.  233;  and  Cornwallis  in  Virginia, 
ii.  270;  on  Malvern  Hill,  ii.  272;  York- 
town,  ii.  280. 

Lake  Erie,  Franklin  advocates  the  founding  of  a 
colony  on,  i.  9. 

Lancaster,  Pa.,  Congress  at,  i.  317. 

Landais,  Captain,  of  the  Alliance,  ii.  123;  avoids 
the  battle  with  Seraphis,  ii.  128;  dis- 
charged from  navy,  ii.  130. 

Abbreviations     and     Devices    Used    in 
Books 

Consult  introduction  or  key  to  learn 
meaning.  It  is  a  waste  of  time  to  use  a 
book  blindly  without  knowing  w'hat  mean- 
ing has  been  attached  to  a  symbol.  Each 
book  is  a  law  unto  itself,  though  some 
symbols  are  universally  recognized. 

Examples  of  Symbols  Frequently  Used 

*  Significance  varies,  commonly  used  to 
refer  to  foot  note;  special  meaning 
frequently,  e.  g.  in  Iloyt's  Cyclo- 
pedia of  Practical  Quotations  means 
a  quotation  from  Shakespeare. 

q.  V.  Abbreviation  of  the  Latin  quod 
vide,  'which  see,'  indicates  cross 
reference. 

lb.  or  ii'id.  Abbreviation  of  the  Latin 
ibidem,  moaning  'the  same.* 

49:688.  Hefcrcnce  to  volume  and  page. 
Called  Poole  citation,  because  first 
used  in  Poole's  Index. 

178-192.  Inclusive  paging  covered  by 
citation,  showing  length  of  article. 


APPRENTICE  COURSE  FOR  SMALL  LIBRARIES 


53 


et  scq.  or  sq.  Abl)reviation  of  the  Latin 
et  scqiicnlia  or  et  set/uentes,  mcuniiii,' 
'and  what  foUows'  or  'and  the  follow- 
ing.' See  index  to  Earle's  Child  Life 
in  Colonial  Dai/s.  Another  way  of 
indicating  length  of  article  approx- 
imately. 

Difference  in  type.  Significance  varies, 
e.  g.  ilalics  frequently  used  to  in- 
dicate book  title,  cross  references, 
etc.;  black  face  for  authors'  names, 
etc. 

Marginal  notes.  When  found  in  text 
help  to  locate  a  fact  quickly. 

Specific  entry  or  analytical  index.  Illus- 
trated in  examples  of  indexes  quoted, 
making  reference  easy.  Nothing  is 
more  tantalizing  than  an  index  which 
gives  a  list  of  page  references  only, 
with  no  clue  as  to  specific  content, 
such  as 
Washington,  George,  7,  71-78,  81,  83, 
89-90,  234,  3  14-56. 

Atlas    Indexes 

Citation  refers  to  map  and  section 
(block  system).  Explain  how  to  locate  a 
city,  e.  g.  13  D7  means  that  it  will  be 
found  on  map  13  in  the  square  near  the 
intersection  of  imaginary  lines  drawn  from 
the  letter  D  and  figure  7,  noted  on  margins 
of  map. 

Concordances 

A  concordance  is  an  index  to  the  words 
of  a  book,  e.  g.  Bartlett's  Concordance  to 
Shakespeare. 

Extracts  from  concordance  in  Hoyt's  Cyc- 
lopedia of  Practical  Quotations. 

Crown — abdicated  his  crown 1  a. 

and  an  immortal  crown 674  a. 

emperor   without   his    c 354  u. 

Head  that  wears  a  c* 535  g. 

Lover  or  crown  to  thee, 241  h. 

Types  of  Qviestions  to  Assign  for  Drill 
in  Handling  Books 

Answers  are  to  be  looked  up  in  the  appren- 
tice's own  time. 

Appointments  should  be  made  for  the  dis- 
cussion of  these  questions,  which  are 
planned  to  give  practice  in  using  books 


and  to  show  scope  and  arrangement  of 
each  work. 
Questions  are  given  for  a  few  books  only. 
Other    reference    works    should    have 
like  treatment  in  the  course. 

World's  Almanac,  1917 

Note:  Example  of  a  book  dependent  entirely 
upon  its  index  for  usefulness,  since  a  systematic 
arrangement  of  the  text  is  lacking.  Note  un- 
usual position  for  index,  in  front  of  book. 

1.  Who  appointed  our  present  represen- 
tative to  France? 

2.  How  many  states  in  the  Union? 

3.  Name  ten  different  kinds  of  informa- 
tion found  in  this  work. 

Answer:  State  flowers,  best  athletic  records, 
postal  information,  etc. 

Century  Atlas  of  the  World 

Note:  Answers  readily  found  through  con- 
sultation of  the  general  alphabetical  index  for 
all  place  names.  A  general  alphabetical  index, 
rather  than  a  separate  index  for  each  map,  is 
the  test  of  the  best  modern  atlas. 

1.  On  what  map  and  where  do  you  find 
Noblesville?  For  what  does  the  abbrevia- 
tion "c.  h."  following  Noblesville  stand? 
What  is  the  population'.' 

To  illustrate  scope  of  the  index  and  items 
given. 

2.  On  what  map  and  where  do  you  find 
Loch  Katrine?    The  Rhone  river? 

To  illustrate  inclusiveness  of  index,  covering 
all  geographical  features. 

3.  Where  will  you  find  the  extent  of  the 
empire  of  Charlemagne? 

To  illustrate  historical  maps,  with  separate 
index. 

Chambers'  Book  of  Days 

Note:  Material  arranged  chronologically, 
hence  index  a  necessity. 

1.  Is  there  more  material  on  May  Day 
or  Thanksgiving?    Why? 

Reason:  an  English  work,  therefore  more  ma- 
terial on  May  Day. 

2.  When  is  St.  Swithin's  day? 

Indexed  under  name,  not  title  of  honor. 


54 


APPRENTICE  COURSE  FOR  SMALL  LIBRARIES 


AJl  Soul's  Day? 
Candlemas  Day? 
Questions  give  drill  in  learning  to  use  an  index 
rapidly. 

3.  For  what  is  24  of  August  noted? 

Found  without  reference  to  index  through  ar- 
rangement of  book. 

4.  What  are  the  customs  of  the  wedding 
ring? 

5.  Where  are  hot  cross  buns  most  ex- 
tensively eaten  and  when? 

To  illustrate  kinds  of  material  found  in  this 
work,  and  its  careful  indexing. 

Hoyt's  Cyclopedia  of  Practical  Quoiations 

Note:  Alphabetical  arrangement  of  quota- 
tions by  subject;  concordance  giving  exact  lo- 
cation of  quotation  on  page.  See  example 
of  this  concordance  cited  above. 

1.  How  is  a  quotation  on  courage  found? 

By  means  of  alphabetical  arrangement,  under 
courage  and  cross  reference  in  the  Topical  index. 

2.  Verify  the  quotation  about  "every- 
body's business  being  nobody's."  Tell 
how  it  is  traced. 

Through  concordance  and  exact  reference. 

3.  Complete  the  quotation  "where  duty 
leads."    Who  wrote  it? 

4.  W'hat  is  the  use  of  the  asterisk  in  the 
index?    Of  the  dagger? 

Larned's  History  for  Ready  Reference 

Note:  Example  of  pure  dictionary  order  for 
vocabulary  entries,  with  cross  reference  to 
chronological  order  under  country.  Full  con- 
text of  the  reference  must  be  noted.  Brought 
up  to  1910  by  supplements,  making  several 
alphabets  to  consult. 

1.  Tell  where  and  how  information  can 
be  found  on  Battle  of  Blue  Licks' 

Note  careful  cross  references,  taking  care 
to  get  full  data  before  turning  to  the  reference 
cited. 

2.  On  Stonehenge 

Found  in  supplement  also. 

3.  On  Peter  the  Great 

Note  various  I'elcrs  named,  also  that  names 
are  included  only  as  they  are  a  part  of  history. 

4.  On  carpet-bagger 

To  illustrate  minute  scope  of  work. 


5.  On  Civil  service  reform 

To  illustrate  inclusion  of  social  reforms  as 
well  as  political  movements.  Supplements 
must  be  used. 

6.  On  Rhodes  scholarship 

To  illustrate  inclusion  of  educational  topics. 
Found  only  in   second   supplementary  volume. 

Dictionaries  and  Encyclopedias 

1.  Tell  how  to  find  in  the  dictionaries 
contained  in  the  library 

quarter  binding 

blind  tooling 

to  beat  time 

to  beat  about  the  bush 

To  show  how  phrases  and  compounds  are 
"run  in"  under  main  word  in  minute  alpha- 
betical order. 

2.  Make  the  Century  Dictionary  give  as 
much  information  as  possible  on 

Little  Dipper 
loggia 
century  plant 

To  illustrate  cross  references  and  encyclo- 
pedic information  now  included  in  many 
dictionaries. 

3.  Find  William  Howard  Taft;  Michael 
Angelo;  Leatherstocking;  f.  o.  b.  in  the 
dictionary.  Where  found  in  each  diction- 
ary? 

To  illustrate  inclusion  of  personal  names  of 
living  and  deceased  men,  ficticious  names, 
abbreviations,  in  modern  dictionaries. 

4.  Tell  how  to  find  the  complete  article 
in  the  New  International  Encyclopaedia  on 

Fox  Islands 
Agriculture  in  France 

To  illustrate  cross  references  and  arrange- 
ment of  material  on  countries. 

5.  From  liie  Encyclopaedia  J3ritanniva 
answer  the  following: 

For  subject  Taxation,  how  arc  various 
rehilod  topics  found? 

I'ind  the  biography  of  Cardinal  (iibbons 
Find  a  clcscri|)tion  of  Taj-Mahal,     (com- 
pare with  that  found  in  New  International 
Encyclopaedia 

To  illuslratc  value  of  the  index.  Cardinal 
Ciil)bons  found  only  in  1  I  I  li  edition,  since 
living  persons  were  not  included  in  earlier 
editions. 


APPRENTICE  COURSE  FOR  SMALL  LIBRARIES 


55 


Lessons  6-8. — How    to    Use    Periodical 
Indexes 

Indexes  to  periodical  literature,  as 
opening  a  great  store-house  of  material, 
should  be  carefully  explained  to  the 
apprentice,  and  exercises  given  in  finding 
references.  In  demonstrating  the  Poole 
set,  it  is  advised  that  the  lessons  be  confined 
to  the  abridged  edition. 
Abridged  Poole,  1815-1899 

Indexing  39  magazines,  beginning  with 
North  American  Review. 
An  index  by  sul^ject,  giving  for  cita- 
tion, the  magazine  in  abbreviation, 
volume,  and  page;  key  in  beginning; 
use  of  dash  for  repetition. 
Readers'  Guide 

Vol.  1—1900-1904 
Vol.  2—1905-1909 
Vol.  3—1910-1914 

Current  monthly  issues  with   cumu- 
lations constitute  a  monthly  supple- 
ment. 
The    annual   cumulations    (December 
numbers  for   1915,    1916,   etc.)   con- 
stitute  annual    supplements  to   the 
five-year  volume,  until  another  five- 
year  cumulation  takes  their  place. 
Indexes  about  one  hundred  periodicals. 
An  index  giving  author,  title,  and  sub- 
ject  entries,   including  for  citation, 
the   magazine   in  abbreviation,   vol- 
ume,    inclusive    paging,     and     date. 
Also  makes  mention  of  illustrations, 
portraits,  and  maps. 
With  the  many  references  for  all  sub- 
jects in  Readers'  Guide,  it  is  necessary  to 
learn  to  use  this  tool  intelligently,  and  to 
become  expert  in  rending  the  index,  or  rather 
in  "reading  between  the  lines,"  and  making 
all  the  information  it  gives  tell  somewhat  of 
the    nature    of    the    article,    before    it   is 
located  in  the  magazine  itself. 

How  to  Read  a  Periodical  Indes 

1.  Subject.     Read  for — 

The  particular  phase  sought. 
For  whom  or  for  what  purpose:  for  a 
school  boy,  a  club  woman,  or  a 
professional  man;  for  pleasant  read- 
ing; for  information  or  study.  These 
points  have  a  bearing  on  the  maga- 
zine selected,  length  of  article,  etc. 


P'or  the  suggestion  of  the  phase  con- 
tained in  the  title,  as  the  title  is 
often  suggestive  of  the  contents. 

2.  Read     for     the     magazines     available 

in  the  library,  where  the  index  is  used. 
Every  library  should  have  a  type- 
written list  of  all  the  magazines  and 
volumes  on  its  shelves  to  use  with  its 
indexes.   For  example: 

SPHINGVILLE  FBEE   LIBRARY 

List   of   Magazines.     Volumes   Underscored   are 
Unbound.      Ask  for  these  at  Desk. 

Abbreviation  Title  Volumes 

Am.  City American  City. ...v.  10-datc  (Ja. 'Id- 
date] 

Am.  J.  Soc... American  Journal 

of  Sociology  ....V.  1-2;  3,  p.  1— 
280.  '43.3-488; 
4-date 

Am.  M American  Maga- 
zine  V.  64:6.5.  p.  1-448. 

5,55-6.'')f);  66,  p. 
107-624 :  67- 
date 

Arena Arena v.  2-21;  31-36;  41 

Cent Century v.  1   (new  series)— 

date  (N.  '81- 
date) 

Char Charities  and 

Commons v.  13—21.  contin- 
ued as  Survey 

St.  N Saint  Nicholas 

(children's  room)v.  1— date 

Survey Survey v.  22— date 

System System v.  23-date         (Ja. 

'13-date) 

3.  Author  of  the  article.      The  author's 

name  is  given  when  known,  and  often 
helps  in  determining  which  of  several 
entries  on  the  same  subject  may  be 
most  worth  while.  Impress  upon  the 
apprentice  the  necessity  of  knowing 
about  people  and  subjects,  as  general 
information. 

4.  Standing  of  the  magazine.    For  instance 

The  Forum  and  North  American 
Review  give  a  different  treatment  of 
a  subject  than  the  American  Maga- 
zine or  Current  Opinion. 

5.  Length  of  article. 

6.  Date   of  subject.      If   a   recent   topic, 

begin  with  most  recent  index  and 
work  backward.  The  bewildering 
number  of  supplements  and  indexes 


56 


APPREXTICE  COURSE  FOR  SMALL  LIBRARIES 


makes  it  necessary  to  impress  upon 
the  apprentice  how  vakiable  her 
general  knowledge  is  in  using  these 
crowded  indexes  to  advantage. 

7.  Details  included  in  entry.      Use  these 

as  far  as  possible  to  decide  whether 
the  article  will  meet  your  need. 
Maps,  illustrations,  etc.,  often  help 
in  "reading  between  the  lines." 

8.  If    not    found    under    subject    sought, 

look  under  related  subject. 

9.  Personal    knowledge    of    articles    read 

often  helps  to  determine  choice. 

10.  After  reading  the  indexes  and  mak- 

ing the  best  selection  of  articles 
possible,  they  should  be  verified,  to  be 
sure  that 

a.  citation  was  accurate,  as  to  volume 
and  page,  and 

b.  subject  matter  apposite  to  the 
question,  since  title  is  often  mis- 
leading and  the  article  thus  se- 
lected might  not  meet  the  need  of 
the  patron. 

Lessons  to  Assign 

First,  let  the  apprentice  read  aloud  to 
you  various  entries  from  Readers'  Guide, 
going  to  the  key  for  any  abbreviations  not 
understood.  Send  her  to  the  bound 
periodicals  to  being  you  various  articles 
selected  on  a  chosen  topic  from  the  refer- 
ences read,  and  let  her  decide  if  they 
properly  answer  the  question. 

Second,  assign  questions  of  the  following 
type  for  her  to  answer  in  her  own  time,  and 
hand  in  for  criticism. 

1.  Find  a  good  account  of  the  opening 
of  the  Panama  Canal 

2.  An  article  on  Whitelaw  Reid 

3.  The  Simplon  tunnel 

4.  Work  of  Luther  Burbank 

5.  Description  of  the  play.  Yellow 
Jacket. 

Lessons    for    Remainder    of    Course — 

Evaluation    of   Important    Kefer- 

ence  Hooks  in  the  I^ihrary 

Definition  of  a  reference  book 

"A  book  which  is  to  be  consulted  for 
definite  points  of  information  rather  than 
read  through,  and  is  arrnnged  witli  ex|)li(it 
reference  Lo  ease  in  finding  specific  facts." 


Books  to  be  considered 

As  far  as  time  permits  discuss  with  the 
apprentice  the  principal  reference  books  in 
your  library.  Include  trade  bibliographies, 
such  as  United  Stales  Catalog,  A.  L.  A. 
Catalogs,  etc.  The  needs  of  the  apprentice 
may  reveal  weaknesses  in  the  library's 
collection. 

Use  Kroeger's  Guide  to  Reference  Books, 
3d  ed.  as  a  checklist  for  buying  and  for 
annotations  of  the  books  discussed. 

Assign  questions  to  be  hunted  down  in 
the  books  studied.  A  set  of  reference 
questions  follows,  which  can  be  assigned  in 
groups,  after  enough  books  have  been  con- 
sidered to  give  the  apprentice  facility  in 
handling  a  question. 


Typical  Reference  Questions 

The  answers  should  be  discussed  with  the 
apprentice,  as  to  where  the  best  one  was  found: 
how  many  and  what  books  she  looked  in  before 
finding  an  answer,  thereby  making  false  moves. 

How  is  Disraeli  pronounced?  Edinburgh? 

Find  a  facsimile  of  Queen  Elizabeth's 
signature. 

Find  a  history  of  medicine. 

What  is  the  meaning  of  "Pollice  verso," 
the  name  of  a  picture  l)y  Gerome? 

Find  the  poem  "It  was  an  old,  old,  old, 
old  lady". 

Find  how  "league"  comes  to  have  such 
totally  dilTerent  meanings. 

Find  illustrations  of  lace. 

Who  was  Colleoni?  Who  made  his  stat- 
ue?  Where  does  it  stand? 

What  is  lapis  lazuli?  Can  you  find  an 
illustration? 

How  is  arbutus  (trailing)  pronounced? 
Route  (postman's)? 

Find  coat-of-arms  of  Norway.  Brazil. 
Canada. 

Who  was  the  Pied  Piper?  Little  Cor- 
poral? 

Who  is  the  author  of  the  "Ingoldsby 
Legends''? 

Find  an  article  on  cranberries  for  a  child. 

What  is  the  meaning  of  laissez  faire? 

I'ind  the  great  seal  of  Wisconsin. 

What  are  the  dangerous  trades,  with 
some  account  of  them? 

Where  is  Ilildesheim? 


APPRENTICE  COURSE  FOR  SMALL  LIBRARIES 


57 


Information  for  a  hoy  on  "how  to  make  a 
balloon". 

In  what  stales  is  Lincoln's  birthday  a 
holiday? 

Who  was  called  the  "Sailor  King"? 

Find  a  quotation  for  a  dinner  in  honor 
of  an  artist.  A  toast  to  "our  city."  An 
invitation  to  a  picnic. 

Time  that  the  mulberry  tree  blooms. 

What  is  the  primary  election  law  of 
Wisconsin,  and  liow  does  it  differ  froni  the 
old  caucus  system? 

Find  an  article  on  Hans  Christian 
Andersen  for  a  child. 

Costume  for  Brittany  peasant. 

Honor  system  in  prisons. 

Care  of  furnaces. 

Leland  Stanford  University. 

Designs  for  place  cards. 

How  to  kill  pests  on  apple  trees. 

Synopses  of  Shakespeare's  plays. 

Eradication  of  farm  weeds. 

State  flower  adopted  by  different  states. 

Some  of  the  work  of  some  of  our  great 
women. 

Costume  for  King  Lear. 

What  is  the  Wisconsin  Blue  Sky  Law? 

Child  labor  law  in  Wisconsin. 

Picture  and  Clipping  Collections 

Explain  value  in  reference  work  to  sup- 
plement books. 

Assign  reading  of  article  on  Picture  and 
Clipping  Collections,  by  M.  F.  Carpenter, 


Wisconsin  Lihrarjj  Jiiitlrlin,  0:1 0-1. "5   fl-'eb. 
l<)i;',). 

Subjects  to  select:  pictures  of  famous 
paintings,  architecture,  sculpture,  etc., 
holidays,  pictures  of  costumes,  scenes  in 
dili'erent  countries,  pictures  illustrating 
various  industries  and  occupations. 

Instruction  to  Apprentice 

After  explaining  the  method  of  the  librar\' 
in  handling  its  collection,  either 
mounting  or  filing  in  envelopes,  give 
apprentice  some  material  to  arrange. 

Let  her  assign  subject  headings  or  classify, 
marking  in  pencil  on  back  of  each 
piece  (excellent  practice  in  subject 
work  or  classification). 

After  revising,  have  her  enter  corrected 
heading  or  number  on  upper  right 
hand  corner  of  the  picture  or  clipping. 

Apprentice  then  files  material. 

Required  Reading 
Dana,  J.  C.    Library  primer. 

Chapter  on  reference  work — Helping  the  in- 
experienced inquirer. 

Freeman,  M.  W.  The  psychological 
moment.  Library  journal,  36:55-62 
(Feb.  1911) 

"An  admirable  and  interesting  presentation 
of  the  means  and  methods  for  rapid  fire  reference 
work  in  public  libraries."     E.  C  Richardson. 


CHAPTER  XIV 


SUGGESTIONS  FOR  THE  APPRENTICE'S  PERSONAL  READING* 


That  the  apprentice  will  have  some  liter- 
ary  tastes  and  inclinations  in  reading  may 
be  presumed,  but  guidance  is  generally 
necessar\^  on  account  of  her  immaturity 
and  limited  knowledge  of  books.  Encour- 
age her  to  read  books  that  aid  and  stimu- 
late and  that  will  serve  to  introduce  her  to 
the  various  classes  represented  in  the  li- 
bran,-.  Impress  upon  her  the  librarian's 
responsibility  towards  patrons  who  seek 
advice.  The  direct  influence  of  a  libra- 
rian's own  reading  upon  the  quality  of  that 
done  in  a  small  community  is  often  marked. 

Such  reading,  as  well  as  much  of  her 
study,  must  be  done  by  the  apprentice  out 
of  library  hours.  If  staff  meetings  are 
held,  she  should  take  her  turn  in  reviewing 
library  periodicals  and  reporting  on  new 
books.  Practice  in  writing  book  notes 
should  be  given. 

Library  Work 

Require  the  current  reading  of  Library 
Journal,  Public  Libraries,  and  the  library 
commission  bulletins  received  at  the  li- 
brary. For  example  an  article  such  as 
Training  of  the  Library  Appreriiice,  by 
M.  C.  Gardner  in  the  Library  Journal, 
42:  524-28  (July  1917)  should  certainly  be 
read.  A  few  books  and  articles  treating 
library  work  from  the  standpoint  of  the 
public  follow: 

Bostwifk,  A.  E.  American  public  library. 
Appleton.  SI. 50 
A  valuable  book  to  use  with  the  apprentice. 
Have  her  begin  to  read  chapters  from  it  to  give 
an  idea  of  the  dignity  and  extent  of  lil)rary  work. 
The  whole  book  will  grow  more  intelligible  as 
she  progresses  in  the  course. 

Crundc-n,  F.  M.  The  public  libran,':  a 
l).iying  investment.  Outlook,  73AM- 
9')" (Feb.  28  190:5) 


Larned,  J.  N.  The  mission  and  the  mis- 
sionaries of  the  book,  (in  his  Books, 
culture,  and  character,  p.  75-114. 
Houghton.     $1) 

Shaw,  A.  M.  Day's  work  of  a  librarian. 
World's  work,  6:3681-6  (July  1903) 

Hyde,  W.  D.  The  college  man  and  the 
college  woman.    Houghton.    SI. 50 

This  book,  with  its  application  of  the  four 
Greek  virtues  to  daily  thought  and  life,  and 
its  presentation  of  the  principles  of  sane,  happy, 
effective  living,  will  bring  much  of  suggestion 
and  inspiration  to  the  librarian.  The  philo- 
sophical principles  in  the  chapter  "The  person- 
ality of  the  teacher"  are  worth  careful  considera- 
tion as  belonging  equally  well  to  the  librarian. 
President  Hyde's  book  Self-Measurement, 
Huebsch,  50c.  is  also  valuable  in  this  connection. 

Standard  Fiction 

Impress  the  apprentice  with  the  neces- 
sity of  knowing  and  talking  about  good 
books  that  she  may  be  able  to  interest  read- 
ers and  be  qualified  to  make  suggestions 
when  asked  to  help  patrons  select  books. 
Suggest  that  she  should  read  some  of  the 
older  novels  with  which  she  may  not  be 
acquainted  to  give  her  a  background  for 
judging  modern  fiction.  A  short  list  is 
given  from  which  selection  can  be  made. 
From  the  following  list  Dickens,  Eliot, 
Scott,  and  Thackeray  have  been  omitted, 
since  it  may  be  presupposed  that  the  ap- 
prentice has  read  these  authors  in  English 
courses  in  the  high  school.  Attractive  edi- 
tions are  given  for  the  books  on  the  list; 
cheaper  ones  can  be  substituted. 
Aldrich,  T.  B.  Marjoric  Daw.  Hough- 
ton. SI 
Austen,  Jane.  Pride  and  prejudice.  2v. 
(St.  Martin's  ed.)  Duflield.  S1.25ea. 
Barrie,  J.  M.  Little  minister.  (Maude 
Adams  ed.)    Grossct.    SI 


*  These  lists  have  been  revised  with  additions  by  Elva  L.  Bascom,  Instructor  in  Book  Selection, 
Wisconsin  Library  School. 


APPRENTICE  COURSE  FOR  SMALL  LIBRARIES 


59 


Black,  William.  Princess  of  Thule.  Har- 
per.   $1.25 

Blackmore,  R.  D.  Lorna  Doone;  illus. 
by  Clifton  Johnson.    Harper.    $2 

Bronte,  Charlotte.  Jane  Eyre.  (Ha- 
worth  ed.)    Harper.    $1.75 

Craik,  Mrs.  D.  (M.)  John  HaUfax,  gen- 
tleman.    (Handy  lib.)    Little.    $1 

Dumas,  Alexandre.  Black  tulip.  (Handy 
lib.)     Little.    $1 

Gaskell,  Mrs.  E.  C.  Cranford.  Macmil- 
lan.    $1.50 

Goldsmith,  Oliver.  Vicar  of  Wakefield. 
Macmillan.    $1.50 

Halevy,  Ludovic.  Abbe  Constantin. 
Dodd.    $1.25 

Hawthorne,  Nathaniel.  House  of  the 
seven  gables.  (Visitor's  ed.)  Hough- 
ton.    $1 

Howells,  W.  D.  Rise  of  Silas  Lapham. 
Houghton.    $1.50 

Hugo,  Victor.  Les  Miserables.  2v. 
Crowell.    $2.50 

Kipling,  Rudyard.  Kim.  Doubleday. 
$1.50 

Macdonald,  George.  Sir  Gibbie.  McKay. 
$1.25 

Mitchell,  S.  W.  Hugh  Wynne.  Cen- 
tury.   $1.50 

Page,  T.  N.    Red  Rock.    Scribner.    $1.50 

Reade,  Charles.  The  cloister  and  the 
hearth.     Scribner.    $1.25 

Stevenson,  R.  L.  Kidnapped.  Scribner. 
$1 

Biography 

The  apprentice  should  be  introduced  to 
some  of  the  best  biographies,  to  enlarge  her 
own  vision  of  life,  and  to  give  her  a  personal 
knowledge  of  them. 

Books  for  the  busy  man.  Nation,  95: 
903-4  (Oct.  3,  1912) 

Brooks,  Phillips.  Biography  (in  his  Es- 
says and  addresses,  p.  427-53.  But- 
ton.    $1.20) 

An  address  to  the  boys  in  Phillips  Academy, 
Exeter,  N.  H.,  March,  1S86.  One  of  the  best 
discussions  for  the  reading  of  biography  ever 
presented.  As  stimulating  and  helpful  today  as 
■when  delivered. 


Antin,  Mary.  The  promised  land. 
Houghton.    $1.75 

Balfour,  Graham.  Life  of  Robert  Louis 
Stevenson.  (Biographical  ed.)  Scrib- 
ner.    $1 

Barrie,  J.  M.  Margaret  Ogilvy.  Scrib- 
ner.   $1.25 

Greenslet,  Ferris.  James  Russell  Lowell. 
Houghton.    $1.50 

Howells,  W.  D.  My  Mark  Twain.  Har- 
per.   $1.'10 

Lockhart,  J.  G.  Sir  Walter  Scott. 
(Everyman's  library)    Button.    50c. 

Muir,  John.  Story  of  my  boyhood  and 
youth.    Houghton.    $2 

Palmer,  G.  H.  Life  of  Alice  Freeman 
Palmer.    Houghton.    $1.50 

Schurz,  Carl.  Abraham  Lincoln.  Hough- 
ton.    $1 

Stanley,  H.  M.  Autobiography.  (Popu- 
lar ed.)    Houghton.    $2 

Steiner,  E.  A.  Against  the  current.  Revell. 
$1.25 

Current  Magazines 

Walter,  F.  K.  Periodicals  for  the  small 
hbrary.  A.  L.  A.  Pub.  Board.  1913. 
10c. 

"An  annotated  list  of  fifty-seven  periodicals, 
list  of  periodical  indexes,  suggested  list  of  first 
magazines  for  a  small  library,  and  list  of  periodi- 
cals in  the  abridged  Poole's  Index  and  supple- 
ment, and  in  Beaders'  Guide."    A.  L.  A.  Booklist. 

Cook,  M.  W.  Magazines  on  special  sub- 
jects for  a  town  library.  New  York 
Libraries,  5:89-91  (May  1916) 
The  apprentice  has  been  taught  to  check 
magazines  and  newspapers  as  they  come  to 
the  library  each  day  (Chapter  V  on  Care  of 
Periodicals)  As  she  prepares  the  magazines 
for  circulation  she  can  hastily  familiarize 
herself  with  their  general  contents  and 
learn  what  eacn  stands  for.  The  references 
named  above  will  aid  in  this.  Each  week 
she  should  include  articles  from  the  Literary 
Digest,  Outlook  or  Independent,  and  the 
Survey  in  her  personal  reading.  These  will 
give  her  discussions  of  current  questions 
and  world  movements,  prominent  men  and 
women,  art,  and  literature. 

Each  month  she  should  read  the  Atlantic 
and  either  Century,  Harper's  or  Scribner s. 


60 


APPRENTICE  COURSE  FOR  SMALL  LIBRARIES 


One  of  the  book  reviewing  peridicals,  the 
Nation  or  the  Dial,  should  be  read  as  faith- 
fully as  the  daily  newspaper;  and  the  A.L. 
A.  Booklist  should  be  scanned,  for  in  it  are 
authoritative  notes  of  the  new  books  with 
which  she  will  work.  St.  Nicholas  or  the 
Youth's  Companion  should  be  known  to 
her,  for  they  will  keep  her  in  touch  with 
current  literature  for  children. 

Once  a  week  a  review  of  some  article  in 
one  of  these  magazines  should  be  written 
by  the  apprentice  for  the  librarian's  criti- 
cism. As  ability  in  writing  reviews  is 
acquired,  the  apprentice  may  prepare  some 
for  bulletin  board  or  local  newspaper,  to 
attract  the  attention  of  people  to  interest- 
ing periodical  articles  to  be  found  in  the 
Hbrary.  The  following  form  of  annotation 
is  recommended: 

How  to  make  history  dates  stick,  by 
Mark  Twain.  Harper's  Magazine,  Dec. 
1914.    p.  3-15. 

This  article  by  the  well-known  humorist  de- 
scribes by  means  of  personal  incidents  and  clever 
pen  sketches  "how  to  make  history  dates  stick" 
>n  one's  memory  by  pictorial  symbols. 

The  road  and  the  car,  by  H.  B.  Joy.   Inde- 
pendent, Jan.  4,  1915.    p.  20-21. 

Taking  the  development  of  the  railroad  as 
ground  for  his  argument,  Mr.  Joy  proves  that 
the  road  is  the  basis  of  all  development  of  trans- 
portation systems.  He  predicts  as  great  growth 
for  the  automobile  as  the  locomotive  has  had, 
but  maximum  growth  will  be  postponed  until 
good  roads  make  it  possible.  Clever  illustrations 
aid  the  argument. 

A  real  Pan-Americanism.     World's  Work, 
Dec.  1914.    p.  137. 

The  writer  sets  forth  the  ignorance  of  each 
country  about  the  other,  and  pleads  for  a  closer 
relationship,  now  that  each  country  is  thrown 
more  or  less  upon  the  resources  of  the  other. 

Children's  Books 

Children's  books  can  be  known  and  en- 
joyed only  by  reading  them.  It  may  be 
assumed  that  the  apprentice  is  familiar 
from  childhood  with  many  of  the  books 
found  in  the  children's  room,  such  as 
Alcott's  Little  Women,  Andersen's  and 
Grimm's  fairy  tales,  Lewis  Carroll's  Alice 
in  Wonderland,  etc.  But  she  should  be  en- 
couraged to  continue  her  reading  in  the 
field  of  children's  literature,  especially  if 
she  sliows  an  ai)titucle  for  work  with  young 
people.     A  wider  acciuainlance  with  books 


in  this  field  will  enable  her  to  aid  the  chil- 
dren more  eiTectively  and  influence  their 
reading.  \  few  titles  are  listed  here;  others 
will  be  found  in  the  lists  on  p.  29. 
Chaucer.  Tales  of  the  Canterbury  pil- 
grims, retold  by  F.  J.  H.  Darton. 
Stokes.  SI. 50 
French,   Allen.      Story   of   Rolf   and   the 

Viking's  bow.    Little.    SI 
Kipling,    Rudyard.      The   jungle    book. 

Century.    SI 
Lagerlof,   S.   O.   L.     The  wonderful   ad- 
ventures of  Nils.     Doubleday.    SI -50 
Molesworth,    Mrs.    M.    L.      The  cuckoo 
clock.     (Stories  all  children  love)  Lip- 
pincott.     S1.25 
Pyle,   Howard.      Story   of   King   Arthur 

and  his  knights.    Scribner.    S2 
Spyri,  Johanna.    Heidi.    Ginn.    SI. 50 
Stevenson,  R.  L.    Treasure  Island.   Scrib- 
ner.   $1.25 

Books   of  Poetry,    Drama,    and   Essays 

In  books  of  poetry  and  drama  there  is 
"joy  reading"  in  full  measure.  The  ap- 
prentice should  early  learn  to  read  poetry 
both  for  music  and  thought,  and  drama  as 
well.  The  good  anthologies  give  opportu- 
nity for  familiarity  with  the  best  poets. 
It  is  a  good  plan  to  memorize  poems  or 
parts  of  poems  constantly,  so  that  they 
will  be  permanently  one's  own. 

" — last  year's  sunsets,  and  great  stars 
Which  had  a  right  to  come  first  and  see 

ebb 
The  crimson  wave  that  drifts  the  sun 

away — ■ 
Those  crescent  moons  with  notched  and 

burning  rims 
That  strengthened  into  sharp  fire,  and 

there  stood. 
Impatient  of  the  azure — and  that  day 
In  March,  a  double  rainbow  stopped  the 

storm — ■ 
May's  warm  slow  yellow  moonlit  sum- 
mer nights — 
Gone  are  they,  but  I  have  them  in  my 
soul." 
(From  Browning's  Pippa  passes.) 

Poclry 
BronsoM,   W.   C  ,  cd.     American    poems. 
Chic.  Univ.  Press.     $1.50 


APPRENTICE  COURSE  FOR  SMALL  LIBRARIES 


61 


Browninp,  H<)h«Ti.  Poems  and  plays. 
(Everyman's  lil^rary)  2v.  Dulton. 
50c.  ea. 

Kipling;,  Rudyard.  Collected  poems. 
Doublcday.    $1.80 

Noyes,  Alfred.  Tales  of  a  Mermaid  tav- 
ern.   Stokes.    $1.35 

Palgrave,  F.  T.,  ed.  Golden  treasury  of 
songs  and  poems.  (Everyman's  li- 
brary)   Button.    50c. 

Quillcr-Couch,  A.  T.,  ed.  Oxford  book  of 
English  verse.  Oxford  Univ.  Press. 
$1.90 

Rittenhouse,  J.  B.,  ed.  Little  book  of 
modern  verse.    Houghton.    $1 

Drama 

Barrie,  J.  M.  Half  hours.  Scribner. 
$1.25 

Galsworthy,  John.  Plays:  1st  series. 
Putnam.    $1.35 

Gregory,  Lady.  Seven  short  plays.  Luce. 
$1.75 

Ibsen,  Henrik.  The  doll's  house.  Apple- 
ton.    50c. 

Mackaye,  P.  W.  Jeanne  D'Arc.  Mac- 
millan.    $1.25 

Maeterlinck,  Maurice.  Blue  bird.  Dodd. 
$1.25 

Peabody,  J.  P.  The  piper.  Houghton. 
$1.10 

Phillips,  Stephen.    Ulysses.    Lane.  $1.25 

Rostand,  Edmond.  Cyrano  de  Bergerac. 
Doublday.    50c. 

Shaw,  G.  B.  Plays,  pleasant  and  un- 
pleasant.   V.2    Brentano.    $1.25 

Zangwill,  Israel.  The  melting-pot.  Mac- 
millan.    $1.25 

Essays 
Matthews,  Brander,  ed.     Oxford  book  of 

American  essays.    Oxford  Univ.  press. 

$1.25 
Rhys,   Ernest,   ed.      Century   of  English 

essays.      (Everyman's  library)     Dut- 

ton.    50c. 

History  and  Travel 

Books  of  history  and  travel  make  a  very 
large  and  important  class  in  every  library. 
In  history  the  apprentice  should  know  who 


are  the  leading  aiilhorities  and  in  what  fu'ld 
each  wrote.  A  slight  familiarity  with  the 
work  of  such  historians  as  James  Bryce, 
Channing,  Fiske,  J.  R.  Green,  McMaster, 
Motley,  and  Parkman,  has  undoubtedly 
been  gained  from  required  readings  in 
school.  Notable  books  of  travel  should  be 
read  and  known  by  the  apprentice,  since 
an  interest  can  easily  be  awakened  in  them 
by  an  enthusiastic  comment  from  the  desk 
attendant. 

Luhhork,   Sir  John.     The  pleasures  of 
travel,     (in  his  Pleasures  of  life,  chap- 
ter 7.    Macmillan.    $1.25) 
Rihbany,  A.  M.     The  Syrian  Christ,  p. 

7-8.    Houghton.    $1.50 
Stephens,  H.  M.     History,     (in  Counsel 
upon  the  reading  of  books,  p.  23-94. 
Houghton.    $1.50) 

Entertaining  Travel 

Dana,  R.  H.,  jr.  Two  years  before  the 
mast;  illus.  by  E.  Boyd  Smith. 
Houghton.    $1.50 

Flandrau,  C.  M.  Viva  Mexico!  Apple- 
ton.    $1.25 

Franck,  H.  A.  Vagabond  journey  around 
the  world.    Century.    $3.50 

Price,  O.  W.  Land  we  live  in.  Small. 
$1.50 

Putnam,  G.  H.  Southland  of  North 
America.    Putnam.    $2.50 

Ross,  E.  A.  Changing  Chinese.  Century. 
$2.40 

Ruhl,  A.  B.  Other  Americans.  Scrib- 
ner.   $2 

Thwaites,  R.  G.  Down  historic  water- 
ways (Wisconsin)  McClurg.  SI. 25 
(Some  volume  having  a  local  appeal 
can  be  substituted.) 

Twain,  Mark,  pseud.  Innocents  abroad 
Harper.    S2 

Wallace,  Dillon.  Lure  of  the  Labrador 
wild.    Re  veil.    $1.50 

Warner,  C.  D.  My  winter  on  the  Nile 
Houghton.    $2 

Travel  Problem 

An  interesting  exercise  can  be  given  the 
apprentice  which  will  make  her  familiar 
with  the  A.L.  A.  Catalogs.  In  her  previous 


62 


APPRENTICE  COURSE  FOR  SMALL  LIBRARIES 


study  of  books  these  aids  were  probably 
quite  unknown.  In  using  them,  she  will  get 
a  little  idea  of  the  scope  and  value  they  are 
to  the  libran,',  as  well  as  practice  in  helping 
readers  to  select  books. 

Find  the  setting  of  the  following  novels 
and  select  two  or  three  books  of  travel  from 
the  library  shelves  that  will  satisfy  the 
average  reader's  desire  for  more  informa- 
tion concerning  the  countries  in  which  the 
scenes  are  laid. 

Black,  William.    Shandon  bells. 

Crawford,  F.  M.    Saracinesca. 

Jackson,  H.  H.    Ramona. 

Kipling,  Rudyard.    Kim. 

Little,  Frances.    Lady  of  the  decoration. 

London,  Jack.    Call  of  the  wild. 

Parker,  Gilbert.    Weavers. 

Spyri,  Johanna.    Heidi. 

Books  in  Science  and  Art 

Books  in  science  and  art  are  so  varied 
in  their  appeal  and  interest,  that  only  a  few 
types  are  suggested  to  give  the  apprentice 
an  introduction  to  these  fields.  In  these 
classes  on  the  lii)rary  shelves  are  found 
scientific  and  scholarly  works,  together  with 
popular  and  practical  manuals.  Many  are 
technical,  but  the  alert  assistant  should 
know  the  best  to  recommend  in  each  field. 
Baynes,  E.  H.  Wild  bird  guests.  But- 
ton. S2 
Carlcton,    William,    pseud.      New    lives 

for  old.    Small.    SI. 20 
Cox,    Kenyon.      Classic    point    of    view. 

Scribner.    SL50 
Fabre,  Ilcnri.    Life  of  the  spider.    Dodd, 

$1.50 
Fisher,  Irving  &  Fisk,  E.  L.,  ed.     How 

to  live.    Funk.    $1 
Frederick,  Mrs.  C  (M.)    The  new  house- 
keeping.   Doubleday.    SI 
Jordan,  D.  S.    Heredity  of  Richard  Roe. 

Amer.  Unitarian  Assoc.    SL20 
Mathews,  F.  S.     Field  book  of  American 

wild  flowers.    Putnam.    S2 
Sharp,  D.  L.    Face  of  the  fields.     Hough- 
ton.    Sl.fiO 
Stockwcll,  II.  Ci.     r^sscnlial  elements  of 

business  character.     Revell.    60c. 

Thomas,     Mrs.     R.     (F.)       Memoirs    of 

Theodore  Thomas.     Moffat.     S3 

The  most  importiinl,  the  mosl  inlcrfsliiiR,  the 

most  instructive,  the  most  rornaiilic  hook  ever 


published  on  music  in  America,  brimful  of  anec- 
dotes and  with  flashlights  on  music  in  nearly  all 
its  phases. —  Nation. 

Weed,  C.  M.    Our  trees  and  how  to  know 

them.    Lippincott.    $3 
Williams,    H.    S.      Miracles    of    science. 

Harper.    S2 

Books   in    Psychology   and    Ethics 

Bennett,  E.  A.  Human  machine.  Doran, 
75c. 

Cabot,  R.  C.  What  men  live  by.  Hough- 
ton.   SL50 

Dubois,  Paul.  Education  of  self.  Funk. 
SL50 

Hall,  G.  S.    Youth.    Appleton.    SL50 

James,  William.  Habit.  Holt.  50c. 
(reprinted  from  his  Principles  of  psy- 
chology.) 

Laselle,  M.  A.  Young  woman  worker. 
Pilgrim  press.    $1 

Walton,  G.  L.  Why  worrj'?  Lippincott. 
SI 

Books  in  Religion 

Clark,  W.  N.    Sixty  years  with  the  Bible. 

Scribner.    SL25 
Grenfcl,    Wilfred.      A    man's    helpers. 

Pilgrim  press.    50c. 
Rauschenbusch,    Walter.       Christianity 

and  the  social  crisis.   Macmillan.    50c. 

Books  in  Sociology 

Addams,  Jane.  Twenty  years  at  Hull 
House.    Macmillan.    SL50 

Bacon,  Mrs.  A.  F.  Beauty  for  ashes. 
Dodd.    SI. 50 

Croley,  Herbert.  Promise  of  American 
life.     Macmillan.     50c. 

EUwood,  C.  A.  Sociology  and  modern 
social  problems.    Amer.  Book  Co.    SI 

Field,  .\.  P.  L.  Story  of  Canada  Blackie. 
Dulton.    $1 

Hale,  Mrs.  B.  F.  R.  What  women  want. 
Stokes.    $1.25 

lliiichinaii,  W.  S.  The  American  school. 
l)oul)leday.    SI 

Palmer,  G.  H.  The  ideal  teacher.  Hough- 
ton.   35c. 

Roberts,  Peter.  New  immigration.  Mac- 
millan.   Sl.GO 


INDEX 


Abbreviations,  in  books,  .'J2-.'J3. 

Accession  book,  sample  page,  31. 

Accessioning,  directions  for,  30-32. 

Alphabeting,  rules  for,  24-25. 

Analytic  cards,  47,  48,  49. 

Application  cards,  filing  of,  28. 

ApiJrcntice  course,  length  of,  9;  value  of,  3. 

Apprentice,  selecting,  7-9;  qualifications  of,  7. 

Art  (reading  list),  62. 

Atlas  indexes,  53. 

Author  cards,  45,  46. 

Biography  (reading  list),  59. 

Binding,  preparation  for,  36— .38. 

Book  cards,  arranging,  27;  charging  on,    38,    39; 

marking,  18. 
Book  labels  see  Labeling. 
Book  lists  see  Reading  lists. 
Book  numbers,  defined,  10;  rules  for  assigning, 

48-49. 
Book  plates,  16. 

Book  pockets,  16-17,  18,  27-28,  36,  38. 
•Book  receipt,  40,  41. 
Books,  care  of  see  Care  of  books. 
Books,  overdue,  28;  parts  of,  51;  reference  use 

of,  52. 
Borrowers,  registration  of,  41-42. 
Borrowers'  cards,  charging  books  on,  38;  filing 

of,  28;  samples,  39. 
Brushes,  17. 

Call  numbers,  defined,  10;  entered  on  back  of 
book,  16-17;  on  book  card,  18;  on  catalog 
card,  46;  on  pocket,  18;  on  shelf-list,  32. 

Card  catalog  see  Catalog. 

Card  numerical  record,  28. 

Care  of  books,  cutting  leaves,  16;  opening,  15—16; 
repairing  and  binding,  35—37. 

Cash  records,  41,  42. 

Catalog,  explanation  of,  23-24;  references  on 
teaching  use  of,  25. 

Cataloging,  45-48. 

Century  Alias  of  the  World,  questions  on,  53. 

Chambers'  Book  of  Days,  questions  on,  53—54. 

Charging  books,  38. 

Children's  books,  lists  of,  29;  (reading  list),  60. 

Children's  room,  work  in,  29. 

Circulation  statistics,  42-43. 

Class  numbers,  defined,  10. 

Classification,  explanation  of,  10;  practice  in,  48. 

Clipping  collections,  57. 

Code  book,  26. 

Collating  books  (new),  16;  (rebound),  36,  37. 

Concordances,  53. 

Cutter's  author  table,  48—49. 

Date  guides,  27. 

Date  stamps,  setting,  27. 


Daters,  27. 
Dating  slips,  16. 
Decimal  classification,  10. 
Dcnnison's  labels,  16. 
Desk  work  see  Loan  work. 
Dictionaries,  questions  on,  54. 
Discharging  books,  38. 
Disjoined  handwriting,  13. 
Double  entry  charging,  38,  40. 
Drama  (reading  list),  61. 
Duplicate  borrowers'  cards,  44. 

Embossing  see  Stamping. 
Encyclopedias,  fjuestions  on,  54. 
Essays  (reading  list),  61. 
Ethics  (reading  list),  62. 
Examinations  for  apprentices,  7-9. 

Fiction,  cataloging  of.  45-46;  (reading  list),  58-59. 
Fines,  collection  of,  41;  notices  of  28. 

Handwriting,  rules  for,  12-14. 
History  (reading  list),  61. 

Hoyt's  Cyclopedia  of  Practical  Quotations,   ques- 
tions on,  54. 

Indexes,  examples  of,  52;  use  of,  52. 
Ink,  14,  17. 
Ink  pads,  27. 
Inventory,  32,  33. 

Joined  handwriting,  13. 

Labeling,   methods  of,    16—17;    places  used,    12; 

"seven  day"  and  rent  collection  labels,   16; 

size  of  letters,  14. 
Larned's  History  for  Ready  Reference,  questions 

on,  54. 
Leaves,  cutting  of,  16. 
Lettering  books,  17-18. 
Libraries,  teaching  use  of  (list),  25. 
Library  economy,  30—34. 
Library  handwriting,  12-14. 
Library  work  (reading  list),  58. 
Lists  see  Reading  lists.  Required  reading. 
Loan  records,  42. 
Loan  work,  26-29,  38-44. 
Lost  cards,  42—43. 

Magazines  see  Periodicals. 

Marking  books  see  Labeling,  Stamping  books. 

Mechanical  processes,  15-17. 

Mending  see  Repairing  books. 

Non-residents  see  Transients. 
Novels  see  Fiction. 

Overdue  notices,  28. 
Ownership,  mark  of.  16. 


64 


APPRENTICE  COURSE  FOR  SMALL  LIBRARIES 


Pages,  cutting  of,  16. 

Penmanship  practice  paper,  13-14. 

Pens,  14. 

Periodicals,  checking  of,  19-20;  current  maga- 
zines (reading  list),  59-60;  covering,  19; 
indexes,  use  of,  55-56;  preparation  for  bind- 
ing, 37;  receiving  process  for,  19;  shelving, 
19. 

Picture  collections,  57. 

Pockets  see  Book  pockets. 

Postal  notices,  fines,  28;  reserves,  42. 

Poetry  (reading  list),  60-61. 

Preparing  books  for  the  shelves,  15-17. 

Psychology  (reading  list),  62. 

Readers'  cards  see  Borrowers'  cards. 

Readers'  Guide,  how  to  use,  55—56. 

Reading  lists,  apprentice's  personal  reading, 
58-62;  work  in  the  children's  room,  29. 

Reading  room,  care  of,  19. 

Reading  shelves,  directions  for,  11. 

Receipt  for  book,  40. 

Reference  questions,  56-57. 

Reference  work,  50-57;  aids  in  teaching  (list),  51. 

Registration  of  borrowers,  41-42. 

Registration  records,  28. 

Rent  collection  labels,  16. 

Rental  books,  42. 

Religion  (reading  list),  62. 

Repairing  books,  35-36. 

Required  reading,  cataloging,  25,  49;  classifica- 
tion and  shelving,  11;  loan  work,  28-29; 
mechanical  processes,  18;  reference  work,  57. 


Rc-registration,  44. 
Reserve  notices,  42. 
Residents,  registration  of,  41. 


Science  (reading  list),  62. 
Serial  cards,  checking  of,  20. 
Seven  day  labels,  16. 
Shelf-listing,  directions  for,  32-33. 
Shelves,  directions  tor  reading,  11. 
Shelving,  directions  for,  11. 
Slipping  books,  27—28. 
Sociology  (reading  list),  62. 
Stamping  books,  16. 
Stamps  see  Date  stamps. 
Statistics  see  Circulation  statistics. 
Subject  cards,  46—47,  48. 


Teachers'  cards,  40. 

Title  cards,  45,  46. 

Tools,  at  loan  desk,  26-27. 

Tracing  cards,  32,  4(>-47,  48. 

Transients,  registration  of,  41—42. 

Travel  (reading  list),  61—62. 

Typewriting,  21-22. 


White  ink  see  Lettering  books. 
Withdrawals,  routine  of,  32. 
Work  marks,  49. 
World  Almanac,  questions  on,  53. 


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